Journal articles: 'English-speaking training'

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Firdaus, Nunu Mahmud. "ENGLISH LANGUAGE TRAINING FOR PAKET C LEARNING PARTICIPANTS TO IMPROVE THEIR SPEAKING ABILITY." P2M STKIP Siliwangi 5, no. 2 (2018): 114. http://dx.doi.org/10.22460/p2m.v5i2p114-116.1068.

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The purpose of this study is to describe the process of tutoring, describe the results of learning English, and find out the effect of learning guidance on speaking skills of Paket C learning participants in PKBM (Society Learning Centre) Sukabaru. The research method used is descriptive qualitative through data triangulation. Data is collected using test techniques to obtain data about the results of English speaking skill of learning community before and after being given tutorial through trainings. The results of the study show that learning guidance influences the results of English learning in term of speaking skills. Through the training of English speaking, the participants show improvement in mastering English with indicators of mastering many English vocabularies, and being able to speak fluently. On English language training, the researcher conducts the observations on speaking English demonstration and the participants can apply speaking comprehension

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Nurhaliza, Indriyani, and Mad Sa'i. "English Speech Training As An Effort To Improve Speaking Skills In Madura State Islamic Institute Students." SANISKALA : Jurnal Pengabdian Masyarakat 2, no. 2 (2025): 39–45. https://doi.org/10.31949/jsk.v2i2.13413.

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English speech training is one of the efforts to improve students' speaking skills. This study aims to investigate the effectiveness of English speech training in improving speaking skills among students of Madura State Islamic Institute. The research methods used are speech practice, group discussion, presentation, and test. The results showed that English speech training can significantly improve students' speaking ability. This training can also increase students' confidence and motivation in communicating using English. The main objective was to give students the opportunity to practice public speaking. By practicing, students can overcome their low self-confidence and improve their speaking skills effectively. Therefore, English speech training can be an effective strategy in improving students' speaking skills. Hopefully, this training program can be continued and expanded to reach more students, in order to create a generation that is better equipped to communicate effectively in English.

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Meteevorakij, Paveena, Piyatida T.Chaisuwan, and Kulwadee Tanwong. "Evaluating the Effectiveness of English Speaking Conversation Practice for Communication Suitable for Students using the Random Forest Technique: A Case Study of Students Enrolled in English for Communication Course at Rajamangala University of Technology." Suan Sunandha Science and Technology Journal 11, no. 1 (2024): 7–19. http://dx.doi.org/10.53848/ssstj.v11i1.609.

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The objectives of this research are twofold: 1) to compare the effectiveness before and after using a dialogue-based English speaking skills training model for effective communication, and 2) to identify guidelines for adjusting the English speaking skills training model using the Random Forest technique suited to students enrolled in the English for communication course at Rajamangala University of Technology Tawan-ok. The methodology were 1) a dialogue-based English speaking skills assessment questionnaire, and 2) observation of English speaking behaviour for communication. The research findings indicated that the average scores before implementing the speaking skills training model were 3.11, which was considered good. After the training, the average scores increased to 4.30, indicating a significantly higher level of proficiency. The statistical test yielded a t-value of 15.871. Therefore, it could be concluded that the English speaking skills training model significantly enhanced students' English communication abilities at a significance level of .05. Regarding the guidelines for adjusting the English speaking skills training model using the Random Forest technique, the data classification results demonstrated an accuracy rate of 86.78%, a recall rate of 85.4%, and a precision rate of 83.13%. Additionally, 18 rules were identified as having significant correlations. The adjusted training model focused on various topics, including Greetings, Feelings and Emotions, Health, Asking for and Giving Directions, Weather, and University Life.

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Ari Wibowo, Taufik, and Nasrullah Nasrullah. "THE EFFECT OF PRONUNCIATION TRAINING ON ENGLISH SPEAKING SKILL AMONG ENGLISH NON-NATIVE SPEAKERS." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 13, no. 1 (2024): 92–100. https://doi.org/10.26618/exposure.v13i1.10740.

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Speaking a foreign language requires various skills, including grammar, vocabulary, instruction, etc. In English Language Teaching, pronunciation is one of the most crucial abilities. If speakers have poor pronunciation, their words will be incomprehensible to audiences. Despite the difficulty of acquiring pronunciation, many EFL classrooms pay the least attention to pronunciation training. This study aims to evaluate the effect of pronunciation training on English speaking ability of non-non-native speakers. The method used is the Literature Review method. The results of the study show that pronunciation training has a positive effect on the English-speaking ability of non-non-native speakers. This training helps improve pronunciation, intonation, and accent in speaking English. Non-non-native speakers also experience increased confidence in speaking English after attending pronunciation training. However, the results of the study also show that factors such as difficulties in mastering vocabulary and grammar still affect the ability to speak English as a whole. Therefore, it is advisable to consider pronunciation training as part of a holistic and integrated English learning program with special attention to other aspects such as vocabulary and grammar.

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Subhan, Yan Ardian, Eka Margianti Sagimin, Kamil Falahi, Wiwit Sariasih, and Afrianti Wulandari. "MENINGKATKAN KEMAMPUAN SPEAKING MELALUI TEKNIK DRAMA DI JAMPANG ENGLISH VILLAGE BOGOR." DEDIKASI: Jurnal Pengabdian Masyarakat 2, no. 2 (2021): 224. http://dx.doi.org/10.32332/d.v2i2.2268.

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This Community Service Activities (PKM) in Madina Zone, Jampang English Village, Jampang Bogor aims to improve students' speaking ability in English in public. This PKM uses English speaking training methods using Drama training medium by involving 30 respondents from the elementary or junior high school students who are from several elementary to junior high school students scattered in the Madina JEV Zone area. From the results of this PKM activity it was found that the English language training method with a mentoring approach, technical training in role playing and the practice of drama entitled "Red Riding Hood" had a positive impact on students' confidence and comfort in speaking English in public.

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Umisara, Elinda Umisara, Yunika Purwanti Purwanti, Irfan Fauzi Fauzi, Indra Maulana Maulana, and Muhamad Toha Toha. "Pelatihan Public Speaking Berbahasa Inggris Menggunakan Media Pop-Up untuk Remaja di Kabupaten Brebes." Jurnal Pengabdian Masyarakat - PIMAS 2, no. 1 (2023): 29–37. http://dx.doi.org/10.35960/pimas.v2i1.981.

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The English public speaking training using pop-up media for teens in Brebes district is a program designed to improve the public speaking skills of teens. This training will use pop-up media as an engaging and interactive learning aid. The goal of this training is to provide an understanding of good public speaking techniques and to increase the confidence of teens in speaking in public. In addition, the training also give teens the opportunity to practice and apply the techniques they have learned in real-world situations. The methods used in this training are lecture, discussion, and public speaking practice. Pop-up media used as a visual aid to make the training materials more interesting and easier to understand. The training conducted for 6 sessions with a total of 11 participants, the teenager from Brebes District with various ability in English. The training conducted by experienced lecturers from various faculties as facilitator in the field of public speaking and the English language and the results of the training will be measured through oral and written evaluations before and after the training. A learning community of English language will be formed as an effort to support the sustainability of the training and develop the potential of the participants involved.

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Setiyadi, Bambang, Mahpul, Muhammad Sukirlan, and Gede Eka Putrawan. "Pelatihan Model Pembelajaran Speaking dengan Communicative Approach Bagi Guru-Guru Bahasa Inggris di Kabupaten Lampung Selatan." Jurnal Sumbangsih 2, no. 1 (2021): 82–92. http://dx.doi.org/10.23960/jsh.v2i1.35.

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The speaking learning model with communicative approach has been widely adopted in various countries as a method of learning English because speaking learning with communicative approach proved effective to facilitate students actively involved in the learning process of English, especially speaking. The effectiveness / success of speaking learning by communicative approach as a way of English education in helping students improve speaking skills is evidenced by the discovery of some research tried in various countries where English as a foreign language. However, in Indonesia this method is still not popular and very few teachers or practitioners apply this method. Therefore, this community service activity aims to help English teachers in South Lampung Regency improve insight and knowledge about the development / creation of a speaking learning model based on communicative approach through training and workshops by presenting material development of task-based speaking teaching materials theoretically; and conduct simulations of the development of task-based speaking teaching materials. The results of the training showed that the participants of this training gained real efficacy is an increase in professionalism in order to be able to correct the quality of the English education process, especially speaking so that the dialogue skills of students in schools face an increase. Prolonged similar training in the future still really needs to be tried.

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Wang, Li-Jyu, and Hung-Fan Chang. "Improve Oral Training." International Journal of Distance Education Technologies 9, no. 3 (2011): 56–72. http://dx.doi.org/10.4018/jdet.2011070105.

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The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of this study is to apply the portfolios to assess students’ speaking performances. The researcher administered speaking evaluation forms and the PRCA-24 as the instruments. The PRCA-24 was used to assess students’ communication apprehension and was analyzed by t-test. The major findings were summarized. The portfolios were expected to enhance students’ ESP and intended to reduce students’ communication apprehension through self-monitoring their ESP. Finally, this research can provide valuable perspectives on the use of portfolios and self-monitoring, and prompted the expansion and sustainability of English education system.

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BANKOVA, O. S. "The importance of learning English in pilot training: world practice." Higher Education of Ukraine in the Context of Integration to European Educational Space 89, (II) 1 (2022): 150–57. http://dx.doi.org/10.38014/osvita.2022.89.13.

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The article addresses the issue of the necessary language training for future aviation professionals, together with practical training prior to flight training or initial training during flight in English-speaking countries. World practice shows a growing need for language training for pilots, air traffic controllers, etc. in areas of the world where English is not traditionally the mother tongue of the population. Important questions are what communicative skills are needed by future pilots and how ongoing research on Englishlanguage teaching methodology can help in the overall training of aviation professionals. The article presents the results of a study on the training of indigenous language-speaking professional pilots who were trained in English-speaking countries from the outset. The author gives examples from the experiences of students from countriessuch as China, USA, Greece, Brazil etc. Our research focuses on developing communication skills needed by students, To future pilots, to successfully learn in an English-speaking environment during their apprenticeship.

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Jumarni, Jumarni, Ahmad Talib, and Chairil Anwar Korompot. "The Analysis of Students’ Self-Confidence in Speaking Through English Speech Training at Pondok Pesantren Modern Rahmatul Asri Enrekang." PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE 3, no. 1 (2024): 66. http://dx.doi.org/10.26858/performance.v3i1.59580.

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This research aims to explore the students’ self-confidence in speaking English through speech training, and to know the impacts of English speech training on students’ self-confidence. The method used in this research is a qualitative descriptive method, with interview and observation as data instruments. The subjects of this research were female students in class IX MTSS at Pondok Pesantren Modern Rahmatul Asri Enrekang, with the 10 female students as the respondents in class IX MTSS Rahmatul Asri. In this research, the researcher analyzed data by collecting, reducing, presenting data and drawing conclusions. Based on the research results, it was found that students had a good self-confidence in speaking English through English speech training, and English speech training has good impacts on students’ self-confidence development, as evidenced by the results of interview and direct observation. It can be concluded that students can train and increase their confidence in English through English speech training. Keywords: Self-confidence, Speaking, English Speech.

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ZENG, Tao. "On Formal Logic Training in Business English Speaking." Journal of International Education and Development 4, no. 8 (2020): 55–60. http://dx.doi.org/10.47297/wspiedwsp2516-250007.20200408.

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Vivash, Kelsy. "Preliminary Bibliography: Actor Training in English-Speaking Canada." Canadian Theatre Review 160 (October 2014): 46–47. http://dx.doi.org/10.3138/ctr.160.010.

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Siti Asiyah, Bambang Harmanto, and Diyah Atiek Mustikawati. "Fostering Effective Communication: Public Speaking Training for Sepama Teachers in Cambodia." International Journal of Community Service Learning 9, no. 1 (2025): 158–64. https://doi.org/10.23887/ijcsl.v9i1.85674.

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Lack of teacher communication skills, especially in English, has an impact on the quality of teaching and the ability to participate in international academic activities. One effort that can be made to overcome these obstacles is to provide training and assistance in speaking in English. This study aims to analyze the improvement of educator skills in improving public speaking skills through public speaking training. The method used in this community service is training, with the subjects of this study consisting of 16 educators who participated in the training. This training was carried out through a structured approach that included the preparation, training, and evaluation stages. Surveys and Focus Group Discussions (FGD) were used as data collection methods, and the data was analyzed qualitatively. The results of the study indicate that this training program was successful in improving teachers' public speaking skills, improving their English language skills, and strengthening their self-confidence when communicating in front of an audience. This study concludes that public speaking training can improve public speaking skills among educators and ultimately improve educational standards. This program is expected to continue to support the progress of education in Sepama and improve communication standards in the academic environment.

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Suprihatin, Yeni, Rika Dartiara, and Widhya Ninsiana. "Public Speaking Training In An English Community Pilot Program In Metro City, Lampung." Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal 7, no. 2 (2024): 246–53. http://dx.doi.org/10.33330/jurdimas.v7i2.2877.

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Everyone who is capable and able to communicate, however, is not necessarily skilled at speaking in public. This limitation occasionally leads to communication misunderstandings. The IAIN Metro Community Service Team studied the English Training and Gathering (Estage) Language Education Institute, which implements the English system in a Metro City - Lampung area as a forum for improving the speaking skills and quality of members from elementary to advanced classes, supported by gathering activities that encourage students to dare to speak in public. The service training activities were given to helpg students at the English Village Estage understanding the elements and processes of public speaking. Participant skills in public speaking, such as the ability to think on the go, develop vocals to have a microphonic voice, and get used to speaking without primarily relying on text, some participants were found need ongoing preparation and adaptation to public speaking. The main ways of becoming prepared for public speaking were to help the participants develop courage and self-confidence, as well as to increase their knowledge and comprehension by continually practicing. Keywords: english; estage; community service; public speaking

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Madera, Juan M., Jack A. Neal, and Mary Dawson. "A Strategy for Diversity Training." Journal of Hospitality & Tourism Research 35, no. 4 (2010): 469–87. http://dx.doi.org/10.1177/1096348010382240.

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The purpose of this study was to test the effectiveness of a diversity training exercise using perspective taking to increase positive attitudes toward non-English-speaking individuals. Ninety-six participants were given a pretest (survey) followed by the training and a posttest. Participants were randomly assigned as a “manager” or an “employee.” The managers were provided with a recipe and instructions in English, and the managers’ employees provided with the recipe and instruction in an abstract, non-English language. The results of a repeated-measures ANOVA showed a significant effect of perspective-taking training on attitudes toward non-English speakers, such that attitudes were more positive posttraining than pretraining. The effect of the training on the attitudes toward non-English-speaking individuals was moderated by the status role (i.e., manager or employee). In addition, participants’ empathy mediated the relationship between the perspective-taking training and attitudes, such that perspective taking induced empathy, resulting in more positive attitudes.

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Ambalegin, Ambalegin, Afriana Afriana, Angel Purwanti, Tomi Arianto, and Nurma Dhona Handayani. "PUBLIC SPEAKING MASTERY FOR SMK GRADUATES’ COMMUNICATION SKILLS." PUAN INDONESIA 4, no. 2 (2023): 134–42. http://dx.doi.org/10.37296/jpi.v4i2.131.

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The aim of this training was to acknowledge the SMK students the skills of communication. Public speaking was the main topic of this training. Public speaking mastery affects people’s relationship, leadership, and attitudes. The SMK graduates must have public speaking skill for their future when they are welcomed in workplace. The collaboration of the vocational skills, public speaking skill, and English-speaking skill will enter the graduates to the successful future. This training was held at SMKN 7 Batam from November 10th to 11th, 2022 with MM, RPL, TKJ, TITL, and TJAT students as the participants. This activity applied the community education with training-course technique. The training included mentoring, discussion, and practice in which the materials were the strategies of public speaking and basic course of English. The result of the activity was the educating the participants in controlling fear and anxiety while speaking in public. Besides, it was increasing the participants’ confidence.

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Rachmawaty, Noor, Aridah Aridah, Weningtyas Parama Iswari, and Syamdianita Syamdianita. "Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia." Script Journal: Journal of Linguistics and English Teaching 6, no. 2 (2021): 168–89. http://dx.doi.org/10.24903/sj.v6i2.799.

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Background: Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. Methodology:  This study involved 27 students who joined in Speaking 3 course. The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems Findings:  Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. Conclusion:  The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.

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Nurahman, Raihana Khairunisa, Istiqlaliah Nurul Hidayat, and Abdul Rosyid. "Students’ Strategies In Coping With Anxiety In Speaking English." Paradigma 20, no. 1 (2023): 96–113. http://dx.doi.org/10.33558/paradigma.v20i1.5936.

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The present research aims to analyse Students' Strategies in Coping with Anxiety in Speaking English. The research question of this research is what are the students’ strategies in coping with anxiety in speaking English. The aim of this research is to investigate the kinds of students’ strategies in coping with anxiety in speaking English. In this research the writer used a qualitative method with a case study approach. The data was collected from the students of second semester English Education Study Program Faculty of Teacher Training and Education Pakuan University. The instrument used were observation, questionnaire and interview. The result shows that the students of the second semester English Education Study Program Faculty of Teacher Training and Education Pakuan University carried out the five strategies, namely preparation, relaxation, positive thinking, peer seeking and resignation. It is in line with a theory proposed by Kondo & Ling (2004). The students apply these strategies with various activities. By doing these strategies the students can reduce the anxiety they feel when speaking English, feel more prepared to speak English, and calmer when speaking English. In addition, they can be more confident in speaking English and their ability to speak English can increase. Therefore, it is very good for students to do these strategies.

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Febti Ismiatun, Dzurriyyatun Ni’mah, and Fitri Awaliyatush Sholihah. "Strategically Speaking English: Upgrading Public Speaking Skills through Strategy Training in High Schools." ABDIMAS: Jurnal Pengabdian Masyarakat 7, no. 4 (2024): 1455–63. https://doi.org/10.35568/abdimas.v7i4.5140.

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This article describes planning, implementation, and long-term strategies of a community service project and aims to help high school students become more proficient public speakers. The first step of the preparation process was determining the needs of the students through preliminary surveys. Next, a WhatsApp group was created for coordination, and Zoom meetings were held to address the difficulties that the students were having with English public speaking. The main problems that were found were pessimism, fear of making mistakes, articulation difficulties, and lack of confidence. To solve these problems, training materials including the basic theory of public speaking, speaking techniques, real-world exercises, and self-evaluation were created. Videos and PowerPoint presentations were also included in both onsite and online training. The program's execution comprised eight sessions where students learned about different public speaking techniques, put them into practice, and got feedback. Strategies for sustainability, including ongoing teacher training, frequent workshops, the creation of accessible learning modules, the establishment of public speaking groups, and recurring evaluations, were suggested to guarantee the program's long-term impact. The project effectively increased students' self-assurance and public speaking abilities, and continued and increased training efforts.To format your abstract, use the Microsoft Word template style.

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Pramudita, Rizqi Febrian, Julien Arief Wicaksono, Mushthofa Kamal, Degita Danur Suharsono, and Gullit Tornado Taufan. "Enhancing English Speaking Proficiency Of Batik And Textile Creative Crafts Students Of Smkn 6 Jember Through Public Speaking." Journal Of Humanities Community Empowerment 2, no. 2 (2024): 57–61. http://dx.doi.org/10.32528/jhce.v2i2.1951.

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Partners were trying to explore their potential by preparing several students to become their ambassadors. Due to students’ lack of confidence especially in communicating using English, their plans could not execute well. This program aims to enhance the English-speaking proficiency of students at SMKN 6 Jember. It is conducted for 4 weeks involving 18 selected students of Batik and Textile Creative Crafts Major. The method used Public Speaking with an interpersonal communication approach, which is divided into two stages namely early public speaking training and main public speaking training. The result of this program is students can communicate using English, especially in describing batik and textile creative crafts at school.

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Guerrero Rodriguez, Solange Elizabeth, and Amanda Sofía Moreira Baquerizo. "ECUADORIAN EFL TEACHERS’ EXPERIENCES IN FOSTERING STUDENTS’ ENGLISH-SPEAKING SKILLS: INSIGHTS INTO STRATEGIES AND CHALLENGES IN PUBLIC AND PRIVATE SCHOOLS." UNESUM - Ciencias. Revista Científica Multidisciplinaria 9, no. 2 (2025): 124–36. https://doi.org/10.47230/unesum-ciencias.v9.n2.2025.124-136.

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This study explores Ecuadorian EFL teachers' experiences (challenges and successes) in helping students develop their English-speaking skills. The Ecuadorian context presents unique challenges, including limited instructional time, a focus on grammar and writing over speaking, a shortage of qualified teachers, and low student motivation. This research investigates the strategies teachers use to support students in developing English-speaking skills, the specific challenges they face, and the strategies that have proven effective in fostering confident and proficient English speakers. Data was collected through a survey of 44 English language teachers from public and private schools in Ecuador. The findings highlight teachers' challenges in promoting oral communication skills, including limited class time, insufficient teacher training, and unequal access to technological resources, particularly in public schools. Despite these obstacles, teachers employ various strategies, such as collaborative tasks and technology integration, to foster speaking skills. The study underscores the need for targeted teacher training, increased instructional time, and equitable access to technology to improve English-speaking instruction in Ecuador.

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Thao, Tran Quoc, and Dang Thi Nhu Nguyet. "Four aspects of English speaking difficulties encountered by tertiary English-majored students." SOCIAL SCIENCES 9, no. 2 (2020): 53–64. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.2.261.2019.

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Being able to speak English well is one of the outcomes for English training programs in different teaching and learning contexts. Nevertheless, there are many factors affecting the achievement of a high level of English speaking skills. One of these factors is derived from English speaking difficulties that ESL/EFL learners have to endure. This study, therefore, attempts to investigate the four aspects of speaking difficulties, namely affective, social, instructional and linguistic difficulties encountered by English-majored students at one university in Ho Chi Minh City, Vietnam. One hundred and fifty participants were involved in answering the questionnaire. The results showed that English-majored students’ speaking abilities were often affected by speaking difficulties. The aspect they experienced most was affective difficulties while the least was instructional difficulties. The findings also revealed that the number of years spent learning English also affected English-majored students’ speaking skills.

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Zhang, Xiaowei, and Rui Jiang. "Exploration of Strategies for Improving English Listening and Speaking Abilities of Students in Higher Vocational Colleges." Journal of Social Science and Humanities 6, no. 10 (2024): 86–89. http://dx.doi.org/10.53469/jssh.2024.6(10).14.

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This paper aims to explore strategies for improving English listening and speaking skills among students in higher vocational colleges. Through analyzing the current status of students' English listening and speaking abilities in these colleges, and integrating language acquisition theories, English listening and speaking teaching strategies, as well as multimedia teaching and autonomous learning theories, a series of targeted improvement strategies are proposed. Using empirical research methods, this paper verifies the effectiveness of the proposed strategies and provides suggestions for English teaching in higher vocational colleges. The research results indicate that significant improvements in students' English listening and speaking abilities can be achieved by enhancing teaching methods, creating an English listening and speaking environment, intensifying listening and speaking training, and cultivating students' autonomous learning skills.

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Zhang, Xiaowei, and Rui Jiang. "Exploration on the Training Methods of English Listening and Speaking Skills for Cruise Major." Journal of Research in Vocational Education 6, no. 10 (2024): 5–7. http://dx.doi.org/10.53469/jrve.2024.6(10).02.

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This article explores training methods for listening and speaking skills in cruise professional English, aiming to improve students' English proficiency to meet the demands of the cruise industry. The paper first analyzes the current status and existing problems of cruise professional English teaching, then emphasizes the importance of listening and speaking skills in cruise work. Subsequently, this article proposes a series of innovative training methods for listening and speaking skills, including practical simulations, role-playing, and the utilization of multimedia and online resources. Finally, the effectiveness of the proposed methods is verified through empirical research, and corresponding teaching suggestions are provided.

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Ma, Yanbin. "QA Learning System-Based English Listening and Speaking Ability Improvement Strategy." Mobile Information Systems 2022 (August 28, 2022): 1–10. http://dx.doi.org/10.1155/2022/7560714.

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For most students, English learning is a strong affirmation of their self-learning ability, while not mastering effective learning methods and strategies makes most students doubt their language learning ability. One of the most important abilities in English learning is listening and speaking ability. How to enhance listening and speaking ability is quite important to improving English level. In this context, this study analyzes the problems in English listening and speaking teaching by understanding the current situation of students’ English listening and speaking training. On this basis, this study proposes a question-answering (QA) system based on deep learning to improve English listening and speaking ability. The results show that the proposed method in this study can not only effectively improve the accuracy of students’ answers but also improve their interest in English learning. The new method can effectively improve English listening and speaking ability and provide technical reference and method reference for the improvement of English listening and speaking ability.

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Fahim, Abigail T., Matthew P. Simunovic, Zaid Mammo, et al. "Comparison of ophthalmic training in 6 English-speaking countries." Canadian Journal of Ophthalmology 51, no. 3 (2016): 212–18. http://dx.doi.org/10.1016/j.jcjo.2016.04.018.

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Artanto, Tri, Suswanto Ismadi Megah, and Dwi Afni Maileni. "PENINGKATAN KEMAMPUAN BERBICARA BAHASA INGGRIS DENGAN METODE DEBAT UNTUK MAHASISWA FAKULTAS HUKUM UNIVERSITAS RIAU KEPULAUAN." PUAN INDONESIA 5, no. 2 (2024): 491–98. http://dx.doi.org/10.37296/jpi.v5i2.205.

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This activity was aimed to improve English speaking skills by using debate methods to improve English language skills for students of the Law Study Program at the University of Riau Kepulauan. Mastering English skills and improving the quality of speaking in a foreign language were able to improve English speaking performance in handling legal cases involving foreigners in the jurisdiction of the Riau Islands province. The material used in English debates was very effective in improving Law Students' English skills. The results of the training showed an improving of the students of the Faculty of law’s' speaking abilities, understanding, knowledge and grades. Apart from that, the level of students' ability to understand to improve their abilities is very high. In conclusion, Debate requires students to argue, defend opinions and conclusions which require students to think before expressing their opinions. This certainly provides an opportunity for participants who are usually less active in learning activities in class to become active because they have to convey arguments or answer questions given by other groups to improve their language skills. these students increase. Apart from that, this training also received a high level of satisfaction from participants in terms of material, instructors, teaching methods. Overall, this training succeeded in providing positive results and met the participants' expectations in their preparation to improve their speaking skills using English.

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Seo, Byeong-Tae, and Hae-Sool Yang. "Cognitive strategies-based Speaking Training system for elementary English vocabulary." Journal of Digital Convergence 13, no. 4 (2015): 191–203. http://dx.doi.org/10.14400/jdc.2015.13.4.191.

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Akongoh, Rudolf N. "Teacher-Based Assessment of Speaking in Cameroonian Secondary Schools: The Impact of Teacher Training." Journal of English Language Teaching and Applied Linguistics 3, no. 2 (2021): 01–11. http://dx.doi.org/10.32996/jeltal.2021.3.2.1.

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Speaking is an important language skill that deserves a place both in English language teaching and English language assessment. However, the assessment of speaking in Cameroonian secondary schools is still neglected in many teacher-based English language tests. Often, attempts made to assess the skill are done either almost always indirectly or informally, leaving a wide gap between tenets professed in the Competency-Based Approach (CBA) to English language teaching and practice in the field. In 2012, the government of Cameroon officially introduced the CBA as the pedagogic paradigm for the teaching of English as a Second Language (ESL), and by extension, assessment in secondary schools. Eight years down the line, little seems to have changed concerning the way speaking has always been assessed, even though the CBA requires that learners practically demonstrate knowledge, skills and values in testing situations. This article set out to evaluate the contribution of teacher training to the assessment of speaking. Data was collected through qualitative and quantitative methods. A total of 259 questionnaires were administered to examiners of the June 2019 marking session of the Cameroon General Certificate of Education (CGCE) as well as members of the Cameroon English Language and Literature Teachers’ Association (CAMELTA). Also, four interviews were conducted with the maximum variation principle in mind. The findings revealed that teacher training, both pre-service and in-service, is a major factor responsible for the neglect of speaking in assessments. It was recommended that teacher-training institutions introduce or expand courses on testing to include direct assessment of speaking and that opportunities be created for in-service teachers to acquire certification on assessment within the framework of the CBA to English language teaching.

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Siahaan, Desta Gloria, Edmundus Bouk, Marianus Nino, et al. "PELATIHAN KEMAMPUAN MENDESKRIPSIKAN TEMPAT WISATA TANJUNG BASTIAN DALAM BAHASA INGGRIS MASYARAKAT PESISIR PANTAI WINI PERBATASAN NKRI-RDTL." Dharma Pengabdian Perguruan Tinggi (DEPATI) 2, no. 2 (2022): 65–70. http://dx.doi.org/10.33019/depati.v2i2.3278.

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The community service of the English Speaking Skill Training for the Wini Coastal Community at the NKRI-RDTL border was carried out by a service team, namely lecturers and university students from the University of Timor. Wini Beach is located in North Insana District, North Central Timor Regency, East Nusa Tenggara. The training was held for 3 days at the Hamusu Wini Village Office and Community Center. The method used in this training is speaking test of Describing Tanjung Bastian by guide to foreign tourist. The number of community service participants is 39, coming from various backgrounds, with range of 14 - 40 years old. After the training, it can be concluded that the trainees are able to describe Tanjung Bastian in English. The servicers also suggested that similar training could be carried out to improve the knowledge and fluency of the Wini coastal community in speaking English.

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Siahaan, Desta Gloria, Edmundus Bouk, Marianus Nino, et al. "PELATIHAN KEMAMPUAN MENDESKRIPSIKAN TEMPAT WISATA TANJUNG BASTIAN DALAM BAHASA INGGRIS MASYARAKAT PESISIR PANTAI WINI PERBATASAN NKRI-RDTL." Dharma Pengabdian Perguruan Tinggi (DEPATI) 3, no. 1 (2023): 38–43. http://dx.doi.org/10.33019/depati.v2i2.3224.

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The community service of the English Speaking Skill Training for the Wini Coastal Community at the NKRI-RDTL border was carried out by a service team, namely lecturers and university students from the University of Timor. Wini Beach is located in North Insana District, North Central Timor Regency, East Nusa Tenggara. The training was held for three days at the Hamusu Wini Village Office and Community Center. The method used in this training is a speaking test of Describing Tanjung Bastian by a guide to foreign tourists. The number of community service participants is 39, ranging from 14 - 40 years old, from various backgrounds. After the training, it can be concluded that the trainees can describe Tanjung Bastian in English. The servicers also suggested that similar training could be carried out to improve the knowledge and fluency of the Wini coastal community in speaking English.

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Wahyuningtyas, Dwi, Wahyu Kyestiati Sumarno, Ria Arista Asih, Fathika Endriana, Khofiatul Rosdiana Windiarti, and Naajihah Mafruudloh. "AN ANALYSIS OF THE ENGLISH SPEAKING AND WRITING SKILL LEVEL OF TOUR GUIDES IN TRENGGALEK’S TOURIST VILLAGES." Journey: Journal of English Language and Pedagogy 5, no. 2 (2022): 293–303. https://doi.org/10.33503/journey.v5i2.574.

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Despite the pivotal role of local tour guides to promote tourist attractions in their region, most of them cannot use English communicatively. There is a need to upskill their English level through a training program. This study aims to evaluate Trenggalek’s local tour guides after joining a series of training on Speaking and Writing in English. This study employs a qualitative design with the test results analysis. Five tour guides were tested through verbal and written assessment through a contextualized framework that fit Indonesians’ characteristics as EFL learners. Their abilities were analyzed through adapted rubrics and scoring criteria. Results show that only a few tour guides successfully upgraded their English skills. However, they showed more diverse Speaking abilities compared to their Writing ability. These findings imply that more focus should be put on the training of Speaking skill, and that more workshops should be presented in series coupled with follow-up activities to get tour guides used to using English.

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Pratiwi, Damar Isti, Riana Eka Budiastuti, Rengganis Siwi Amumpuni, and Teguh Arifianto. "English Public Speaking Training for Vocational College Students in Madiun." Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal 7, no. 4 (2024): 519–25. http://dx.doi.org/10.33330/jurdimas.v7i4.3392.

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Many vocational college graduates got difficulties during job interview process. Therefore, this community service activity aims to enhance vocational college students’ English communication skills, especially in public speaking, during the job interview process. It was done online through a Zoom meeting, which was opened for vocational college students in Madiun City, East Java. The activity was done in May 2024, starting from the preparation, implementation, and evaluation process. It ran well and benefited vocational college students by equipping them with and broadening their knowledge regarding the job interview process. The participants’ feedback was positive, in which the survey results showed that the community service activity improved their public speaking skills and confidence. The participants also provided a rough description of the job interview process through mock interviews. It is hoped that a similar activity will be carried out continuously in the future. Keywords: English, Public Speaking, Training, Vocational College, Vocational Students Banyak lulusan kampus vokasi yang kesulitan saat menjalani proses interviu kerja. Untuk itu, kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan kemampuan berkomunikasi bahasa Inggris mahasiswa vokasi terutama pada public speaking di proses wawancara kerja. Kegiatan ini dilaksanakan secara daring melalui Zoom meeting yang dibuka bagi mahasiswa vokasi di kota Madiun, Jawa Timur. Kegiatan ini dilakukan pada bulan Mei 2024 yang dimulai dari proses persiapan, pelaksanaan dan evaluasi. Kegiatan berjalan dengan lancar dan bermanfaat bagi para mahasiswa vokasi dalam memperlengkapi dan memperluas wawasan mereka mengenai proses wawancara kerja. Umpan balik dari para peserta menunjukkan nilai positive dimana hasil survei menunjukkan bahwa kegiatan pengabdian masyarakat ini meningkatkan kemampuan public speaking para peserta dan rasa percaya diri mereka. Para peserta juga mendapatkan gambaran kasar mengenai proses wawancara kerja melalui kegiatan mock-interview. Diharapkan bahwa kegiatan sejenis dapat diadakan berkelanjutan di masa mendatang.Kata kunci: Bahasa Inggris, Public Speaking, Pelatihan, Kampus Vokasi, Mahasiswa Vokasi

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Lu, Jiaxi. "Research on the Effect of Introducing Speeches in English Classes on Improving Oral English Ability under the Background of Digital Teaching." Pacific International Journal 7, no. 2 (2024): 202–7. http://dx.doi.org/10.55014/pij.v7i2.603.

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This study investigates how classroom speech training can boost English speaking skills within digital teaching contexts. It reveals that incorporating the ISAS teaching method with English speech training in vocational college courses can significantly enhance students' communication skills, particularly in oral expression. The research employed various methods to demonstrate that classroom speeches effectively elevate students' English speaking proficiency, diversify teaching content and methods, and foster innovation in English speaking education at vocational colleges. Integrating teaching materials with topics relevant to the software field, along with using a range of expressive forms and techniques, aids in broadening students' perspectives, making English classes more practical and engaging, and bolstering their English application skills and professional competencies. The study also highlights the crucial role of teachers' instructional abilities and personal qualities in enriching students' English learning and skill development. It suggests that teachers integrate more speech-focused activities into regular instruction to advance students' comprehensive English capabilities.

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Eliyana, Ema, and Djoko Sutrisno. "International Learning Program (ILP): The Analysis of Students Motivation in Speaking English." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 305–12. http://dx.doi.org/10.47772/ijriss.2024.804025.

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The lack of excitement for training students’ speaking abilities is at the root of the problem in this study. Researchers are curious about: 1) This English Tutor exercise provides an incentive for students to practice speaking English. 2) Students’ conduct or effort in practising speaking English through English Tutor activities, attitudes, interests, values, or desires The design of this study is descriptive-quantitative. Creswell (2012: 13) describes quantitative research as defining a research challenge based on trends in the field or the need to explain why something occurs. According to the study’s findings, 1) the learner’s effort in practising speaking English among ILP students is 63% or higher. 2) the students’ interest in practising speaking English is 37%. 3) 47% of learners have a positive attitude regarding English-speaking practice. 4) the student has a 50% motivation to practice speaking English. The following are the findings: 1) Having a variety of learning activities and subjects available is beneficial for increasing motivation and offering opportunities for concept exploration. 2) To avoid monotony, vary the tactics employed in the learning process. 3) Rewarding and encouraging.

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Muamaroh, Muamaroh. "ORAL ENGLISH PROFICIENCY: OBSTACLES AND SOLUTION FOR UNIVERSITY STUDENTS ON MUHAMMADIYAH UNIVERSITY OF SURAKARTA." Kajian Linguistik dan Sastra 21, no. 1 (2009): 1–10. http://dx.doi.org/10.23917/kls.v21i1.4386.

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The objectives of this study are to describe the obstacles in oral English proficiency and to describe the ways in overcoming the obstacles. The respondents wereuniversity students of English Department of Teacher Training and Education ofMuhammadiyah University of Surakarta Indonesia. The samples consist of 31 malestudents and 42 female students. The instruments used to collect were questionnaire, in depth interview and class observation. This study used qualitative descriptive analysis. The results showed that obstacles that came from cognitive factors were the lack of vocabularies, grammar mastery, and pronunciation problems. From affective factors were anxiety, fear, shame, and lack of confidence. The obstacles in speaking English came from the students’ negative perception that speaking English was difficult, and the students’ laziness, they rarely practiced speaking English and the environment was not conducive. The solutions to solve the problems in practicing speaking English, for male and female students were improving vocabularies regularly, practicing speaking English independently, listening Western songs, watching English movies, practicing speaking English with each other or foreigners, reading English novels, English newspapers or English magazines, taking English course, and writing diary. The findings contribute to an understanding of obstacles and solutions of male and female students in speaking English in Indonesian context.Keywords: oral English proficiency, obstacle.

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Wang, Jieqing. "A Study of the Impacts of Participating in the “CCTV CUP” English Public Speaking Contest on the Contestants." Chinese Journal of Applied Linguistics 36, no. 4 (2013): 495–504. http://dx.doi.org/10.1515/cjal-2013-0033.

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Abstract Up to now there still lacks relevant study on what role participating in English public speaking contests plays in cultivating students’ English public speaking ability and the instruction of this course. The “CCTV CUP” English public speaking contest is one of the most important contests of this field. Despite a few studies on the “CCTV CUP” in the literature, none of them has focused on the contestants’ perspective. This paper first attempts to describe the “CCTV CUP” English public speaking contest from the perspective of sociocultural theory and social realism. Then it takes 7 final contestants’ “reactions to participating in the contest” for analysis, focusing on what impacts participating in this contest brought on them. The results show that participating in the “CCTV CUP” English public speaking contest not only deepened the contestants’ understandings about English public speaking, but brought significant harvests at ability training, and the increase of life experience and wisdom. At last, it gives relevant suggestions on the instruction of English public speaking course.

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Justen, Emilie A. K., Cynthia Haynes, Ann Marie VanDerZanden, and Nancy Grudens-Schuck. "Managers of Latino Workers in the Iowa Horticulture Industry Want Educational Programs to Bridge Language and Cultural Barriers." HortTechnology 19, no. 1 (2009): 224–29. http://dx.doi.org/10.21273/hortsci.19.1.224.

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Horticulture is the fastest-growing sector of the agricultural industry, and this is true particularly in Iowa where the number of private horticultural businesses has more than doubled since 1993. The industry is relying more on non-English–speaking employees, especially Spanish-speaking workers, for golf course maintenance, landscape installation, and nursery production. Determining and serving the educational and training needs of a workforce that is not fluent in English is historically difficult for university extension programs. This study assessed educational needs and technical issues of English-speaking managers of primarily Spanish-speaking workers in the horticultural industry in Iowa, with special attention to language and cultural issues. Four focus groups were conducted, with managers recruited in cooperation with state professional horticultural associations. Communication gaps and challenges interpreting cultural differences were cited as key difficulties experienced by managers of Latino workers. The study produced a list of ideas for educational initiatives that would improve lateral (two-way) communications and delivery of Iowa-specific horticultural education and job-site training between English-speaking managers and Latino employees.

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Justen, Emilie A. K., Cynthia Haynes, Ann Marie VanDerZanden, and Nancy Grudens-Schuck. "Managers of Latino Workers in the Iowa Horticulture Industry Want Educational Programs to Bridge Language and Cultural Barriers." HortTechnology 19, no. 1 (2009): 224–29. http://dx.doi.org/10.21273/horttech.19.1.224.

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Horticulture is the fastest-growing sector of the agricultural industry, and this is true particularly in Iowa where the number of private horticultural businesses has more than doubled since 1993. The industry is relying more on non-English–speaking employees, especially Spanish-speaking workers, for golf course maintenance, landscape installation, and nursery production. Determining and serving the educational and training needs of a workforce that is not fluent in English is historically difficult for university extension programs. This study assessed educational needs and technical issues of English-speaking managers of primarily Spanish-speaking workers in the horticultural industry in Iowa, with special attention to language and cultural issues. Four focus groups were conducted, with managers recruited in cooperation with state professional horticultural associations. Communication gaps and challenges interpreting cultural differences were cited as key difficulties experienced by managers of Latino workers. The study produced a list of ideas for educational initiatives that would improve lateral (two-way) communications and delivery of Iowa-specific horticultural education and job-site training between English-speaking managers and Latino employees.

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Surayanah, S., M. Anas Thohir, Lilik Bintartik, Marsanda Avilia Putri, and L. Lestariningsih. "English speaking training based on local wisdom to support the English language skills." Research and Development in Education (RaDEn) 5, no. 1 (2025): 69–75. https://doi.org/10.22219/raden.v5i1.37419.

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English language skills are essential skills that must be mastered by people in today's digital era, including students. However, students' ability to speak English is still low as evidenced by the results of the UKBing test for Campus 3 students at Universitas Negeri Malang, East Java-Indonesia which is still quite low. The purpose of this research is to develop English Speaking Training (EST) based on local wisdom, looking for its effect on students' English language skills, as well as its correlation with the results of students' English language skills. The research method used is Research & Development (R&D) with the ADDIE model which consists of Analysis, Design, Development, Implementation, and Evaluation. The data obtained in the form of pre-test and post-test results and documentation will be analyzed using the N-Gain test, correlation test, and qualitative descriptive to represent the results of the study. The results showed a significant effect of EST training on students' English language skills. The results of the correlation test show a positive correlation with an idealized level at a significance level of 0.1, and the N-Gain test indicates that the results fall into the tall group with a rate of 88%. That way, this EST training can be a solution in improving students' English language skills so that they can produce graduates who are able to compete globally.

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Korompot, Chairil Anwar, Muhammad Miftah Fauzan, and A. Muhammad Syukri. "The Efficacy of Transcription and Impersonation on Students’ Public Speaking Performance." XLinguae 17, no. 4 (2024): 20–34. http://dx.doi.org/10.18355/xl.2024.17.04.02.

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The constant and repetitive implementation of conventional public speaking training in teaching English as a foreign language has resulted in predictability, determinism, and lack of innovations in students' public speaking performance. The notable explanation for this pattern is students' reading-oriented English speech presentation. Previous studies had primarily focused on promoting anxiety-free performance through instructional rehearsal methods and thus had yet to be able to uncover students' potential through independent rehearsals. This study highlights an experiment that investigated the self-rehearsal process using the Transcription and Impersonation technique to influence students' public speaking performance in English. Data from 10 student-participants from an Islamic school in Indonesia were used to test the influence threshold of the technique on their public speaking performance via pre- and post-test cycles. The data analysis technique incorporated an N-Gain score of 73.79%, implying that the technique was compelling enough to boost students' public speaking performance. The findings indicate that with the correct method, granting access to independent training, students could tackle the stiffness they experienced in English speech rehearsals and improve their ability in public speaking.

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Mandal, Indrajeet, Amal Minocha, Jason Yeung, Steve Bandula, and Jeremy Rabouhans. "Interventional radiology training: a comparison of 5 English-speaking countries." British Journal of Radiology 93, no. 1105 (2020): 20190340. http://dx.doi.org/10.1259/bjr.20190340.

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Objective: To compare key characteristics of interventional radiology (IR) training in the UK with four other English-speaking countries (USA, Canada, Australia and New Zealand) and summarise requirements for training. Methods: Main features examined were career pathway and requirements, examinations required, specific competition for IR and the process of applying for training as an international medical graduate. Data were collected from official governing body publications, literature and personal experience. Results: Several differences were highlighted, including length of training (ranging from 6 to 9 years after medical school), length of IR-specific training (ranging from 1 to 3 years) and examinations required (USA and Canada have additional IR-specific examinations). The level of competition is generally high, in all countries. Conclusions: With the demand for IR services set to increase over the next few years, it is crucial that more IR specialists are trained to meet this demand. Awareness of training structures in other countries can highlight opportunity and pitfalls, and help ensure the number of highly trained interventional radiologists in the UK continues to grow.

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Toomnan, Parichart, and Bodee Putsyainunt. "THAI VENDORS’ ENGLISH COMMUNICATION SKILL NEEDS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (2022): 216–31. http://dx.doi.org/10.20319/pijtel.2022.61.216231.

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The aim of the study was to examine the needs and problems of Thai vendors in employing English in their workplace and their needs regarding English training, and subsequently to create an English training course to enhance their professional skills. The subject of the present study were 160 vendors selling food and drinks, clothes, accessories, souvenirs, and other things at the Indochina Market, Thailand. The data were collected by using a questionnaire. Descriptive statistics were used to analyze the data, involving frequency, percentage, mean, and standard deviation. The result revealed that respondents tended to have English communication problems with foreign customers. They found that low English language proficiency is a problem when communicated with foreign customers. Most of them were interested in attending English training, particularly learning English online. Speaking and listening skills were considered the most important skills for these Thai vendors. For an English training course, they wanted to emphasize speaking, listening, writing, and reading, respectively. They desired to improve their English in everyday life and work.

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Yana, Dewi. "A Needs Analysis for English Speaking Syllabus Development." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 6, no. 2 (2016): 122. http://dx.doi.org/10.33373/anglo.v7i2.501.

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This study aims at identifying the students’ needs in learning English speaking to promote speaking syllabus development. This research was a qualitative descriptive research. The subjects were 63 students of the first, third and fifth semester of English Education Study Program of Teacher Training and Education Faculty of Riau Kepulauan University. The data were collected using a questionnaire. The questioner is aimed at gathering information related to the target needs, and wants. The results found that the students target of studying English speaking are for their future profession and for their higher education. They want practicing the English speaking when they are studying, and they want enjoying a lot of speaking activities at the classroom together with their pair or group. They also want the speaking course exist as the English education study curriculum. The students assumed for the role of teacher as a facilitator and guide in the teaching learning activities. Keywords : needs analysis, speaking syllabus development

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Fraser, Kathryn, and Jennifer Brady. "Exploring Social Justice Advocacy in Dietetic Education: A Content Analysis." Canadian Journal of Dietetic Practice and Research 80, no. 1 (2019): 2–7. http://dx.doi.org/10.3148/cjdpr-2018-027.

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Purpose: To explore the extent to which knowledge- and skill-based learning regarding social justice and/or social justice advocacy is included in the course descriptions of required courses of accredited, English-speaking dietitian training programs in Canada. Methods: This study is a mixed-methods content analysis of required course descriptions sampled from university academic calendars for accredited, English-speaking dietitian training programs across Canada. Results: Quantitative analysis showed that required course descriptions (n = 403) included few instances of social justice-related terminology (n = 63). Two themes emerged from the qualitative analysis: competing conceptualizations of social issues and dietitians’ roles; prioritization of science-based knowledge and ways of knowing. Conclusions: Accredited, English-speaking dietitian training programs in Canada appear to include little knowledge- or skill-based learning regarding social justice issues and advocacy. Supporting future dietitians to pursue leadership roles in redressing social injustices and socially just dietetic practice may require more explicit education and training about social justice issues and advocacy skills.

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Harpain, Harpain, Dameria Magdalena Sidabalok, Margaretha Audrey Stefani Cahyani, and Yulfriwini Yulfriwini. "Developing Instructional Design Model of Speaking Skill for First Year Undergraduate Students." Journal of Language Teaching and Research 10, no. 6 (2019): 1225. http://dx.doi.org/10.17507/jltr.1006.10.

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This study was conducted to search for Contextual Teaching and Learning model suitable for developing English speaking skill for first-year students of undergraduate study of Teacher Training and Education Faculty of Universitas Bandar Lampung. In teaching speaking, especially for Second Language and Foreign Language Learners, it was assumed that learning speaking by using tailored instructional design model could accelerate student speaking development. The result of this study should construct a model which is suitable for developing English speaking skill in the first year of undergraduate study.

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Sweet, Shajadul Alam, Md Nurul Kabir Emon, and Md Nur Alam. "Barriers to English Speaking Proficiency among Non-Native Speakers in Bangladesh: A Multidimensional Analysis of Challenges and Strategic Solutions." International Journal of English Language and Linguistics Research 13, no. 2 (2025): 1–16. https://doi.org/10.37745/ijellr.13/vol13n2116.

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This study examines barriers to English speaking skills in Bangladesh through research with 300 urban and rural participants. It identifies three main obstacles: educational system problems (grammar-focused teaching and poor teacher training), lack of English exposure outside school, and psychological barriers (fear of making mistakes). Data shows that 67% of students struggle with grammar-focused teaching, and 78% fear errors, with school system issues causing 30% of speaking problems. The research proposes solutions, including curriculum reforms emphasizing communication, supportive learning environments, and technology use. Small-group learning, English clubs, and digital apps offer promising solutions by providing low-anxiety settings for practice. Recommendations include comprehensive teacher training, balanced assessment methods, and culturally responsive policies to transform English education from knowledge-focused to communication-oriented learning. These offer valuable insights for educators, policymakers, and students working to enhance English-speaking proficiency in Bangladesh and similar contexts.

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Syed, Shakir, Aun H. Mirza, and Ashgar Ali. "A Brief Comparison of Orthopaedic Training in English-Speaking Countries." Annals of The Royal College of Surgeons of England 91, no. 3 (2009): 226–31. http://dx.doi.org/10.1308/003588409x359303.

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Golebiowski, Zofia. "Scientific and technical English for non-English speaking background graduates." Australian Review of Applied Linguistics 16, no. 1 (1993): 19–36. http://dx.doi.org/10.1075/aral.16.1.02gol.

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Linguistic and cultural needs of non-English Speaking background graduates in science and technology fields are currently not being met due to the lack of specific language and communication programs. This paper discusses the development of an innovative Scientific and Technical English curriculum to be offered in university as well as industrial settings, with the aim of providing language and acculturation bridging programs for the overseas qualified professionals, to satisfy Australia’s educational and industry requirements. It describes the aims, design and outcomes of a modular, socio-cultural, negotiated curriculum, written from a perspective of training in its broad sense with education playing an integral part. The acquisition of communicative skills in English which will enable the learners to access and function in positions commensurate with their overseas qualifications and experience is seen as the ultimate objective of the program.

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Persaud, Satyendra, Lawson Douglas, William Aiken, Belinda Morrison, and Lester Goetz. "Home grown: the development and structure of urological training in the Caribbean." Tropical Doctor 50, no. 2 (2019): 169–72. http://dx.doi.org/10.1177/0049475519894171.

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Training in general surgery at the University of the West Indies commenced in Jamaica in 1972 and urology training followed just over a decade later. Since then, the ‘Doctor of Medicine’ diploma offered by the university has also expanded to include the Trinidadian campus. Most urologists in the English-speaking Caribbean are, in fact, graduates of this programme. Residents follow a two-part training plan and two years of core surgical training are followed by four years of urology training. Despite the tremendous regional impact of this training programme, there is a lack of awareness of its existence among the wider urology community. This article reviews the history, development and structure of urology training in the English-speaking Caribbean.

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Journal articles on the topic 'English-speaking training'

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