Journal articles: 'Oral English'

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Amodio, Mark. "Medieval English Oral Tradition." Oral Tradition 18, no. 2 (2004): 211–13. http://dx.doi.org/10.1353/ort.2004.0047.

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Liu, Meihua. "Language Anxiety in Efl Testing Situations." ITL - International Journal of Applied Linguistics 153 (2007): 53–75. http://dx.doi.org/10.2143/itl.153.0.2022821.

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Abstract This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.

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Xing, Deyu, and Benjamin Bolden. "Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency." Journal of International Students 9, no. 3 (August 15, 2019): 834–55. http://dx.doi.org/10.32674/jis.v9i3.749.

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This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-Value Theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants’ motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants’ perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed.

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TAKIMOTO, AYAKA. "English oral presentation for beginners." Japanese Journal of Animal Psychology 67, no. 1 (2017): 41–43. http://dx.doi.org/10.2502/janip.67.1.4.

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Maulana, Angga, and Fegy Lestari. "NEEDS ANALYSIS OF ENGLISH LITERATURE STUDENTS IN ENGLISH ORAL COMMUNICATION." ELTIN JOURNAL, Journal of English Language Teaching in Indonesia 5, no. 2 (October 27, 2017): 45. http://dx.doi.org/10.22460/eltin.v5i2.p45-50.

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The purpose of this study is to identify factual information about the needs of students of English Literature in the activities and supporting factors of oral communication by using English, whether linguistic and non-linguistic, and analyzing the difficulties of the situation of oral communication of English Literature students using English. This research uses descriptive method. Data collection is done through two stages: the questionnaire and the interview, followed by the review of someliteratures. The results of this study indicate that in general the students of English Literature feel that participating in a formal discussion is more important than the informal. While in terms of ability in the oral communication activity, generally students mastered informal communication activities. In terms of linguistic factors, the choice of vocabularies, and good and correct sentences are considered very important, although they only feel quite capable in it. It is also found that talking with self-confidence, having proper English pronunciation and mastering the topic of conversation become the important non-linguistic factors. The same thing does not happen on loudness and facial mimic. In general, students feel it is not important enough to master. Regarding situations that facilitate students in oral communication in English, they generally feel that well preparation, self-confidence, and mastery over vocabulary and what is being discussed becomes an easier factor. Different things revealed by most students about the difficult vocabulary and the lack of preparation in oral communication. It is difficult. As for things that require improvement, students generally feel that the confidence and the amount of vocabulary that is mastered should be improved in order to improve the quality of oral communication in English.

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Meek, R. "The Promise of Satisfaction: Shakespeare's Oral Endings." English 56, no. 216 (September 1, 2007): 247–63. http://dx.doi.org/10.1093/english/56.216.247.

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Wu, Huiqi, and Jane M. Ekstam. "Beyond Parroting: Using English Fun Dubbing to Improve English Oral Performance." Chinese Journal of Applied Linguistics 44, no. 2 (June 1, 2021): 203–18. http://dx.doi.org/10.1515/cjal-2021-0012.

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Abstract The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes. Our paper focuses on the use of mobile-phone-based educational software known as “English Fun Dubbing” (EFD) and its advantages in terms of teaching and learning phonetics and oral English in the college classroom. The starting point was a needs analysis which revealed the lack of practice regarding English speaking. In this study, an action research method was adopted, involving 40 second-year students, who employed “classroom teaching + English Fun Dubbing” model as the intervention. Extensive examples from this model were used to build up a picture of the blended learning processes at work. Several imitation tasks, a conversational activity and a speech-delivering task were designed and implemented. Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’ oral performance. It is our aim to develop the present project to incorporate oral proficiency. The main results of this action research were reflected in the adjustments in the pedagogical treatment, the changes in the role of the teacher and the student, and the shifts in the students’ attitudes towards their learning process.

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Kaye, Joel. "Oral English: Reasons behind the grades." English in Education 19, no. 3 (September 1985): 47–51. http://dx.doi.org/10.1111/j.1754-8845.1985.tb00520.x.

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Sun, Chunyan. "The Cultivation of Cross-cultural Communication Competence in Oral English Teaching Practice." English Language Teaching 8, no. 12 (November 1, 2015): 7. http://dx.doi.org/10.5539/elt.v8n12p7.

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This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. Our oral English teaching concept should be consistent with that of the world. We should lay equal stress on cross-cultural communication competence and oral English teaching for the purpose of improving the students’ cross-cultural oral communication ability.

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Yang, Yang, Chun Li Li, and Fan Hua. "An Introduction to Spoken English in Colleges and Universities." Advanced Materials Research 433-440 (January 2012): 5239–42. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5239.

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The principal objective of Oral English teaching in college is to foster students’ ability of the oral expression and social intercourse. Therefore, the improvement of oral English teaching has been an essential part of college English teaching. College English teachers should put emphasis on oral training and promoting vocabulary accumulation. A Student-centered teaching structure can stimulate expressionism of the youth students and then make oral teaching diversity. This article makes an analysis on college crisis of oral English teaching and put forward five countermeasures for improvement of oral English teaching in college. At the present, the chief problem of English teaching in China lies in mute English which trained people with good scores but low qualities. Students start learning English mostly from their middle or even primary school until they enter into college. However, even more than ten years of study turned people failed to smoothly express in English. The reason is that teachers excessively focus on skills for examination and language itself, and take no account of the training of oral ability. In view of the penetrating knowledge on language intercommunication home and abroad, oral English training has becoming a crucial and constituent part of English teaching in college.

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Fan, YANG. "Analysis of Reasons for Chinese College Students’ Lack of Oral English Proficiency." Studies in English Language Teaching 8, no. 4 (November 23, 2020): p63. http://dx.doi.org/10.22158/selt.v8n4p63.

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Chinese college students’ lack of oral English proficiency has aroused many attentions during the College English Reform in recent years. The purpose of this article is to (a) summarize findings from the literature of challenges existed in oral English teaching in Chinese higher education and (b) find reasons for Chinese college students’ lack of oral English proficiency. The overarching question of this article is what are reasons for Chinese college students’ lack of oral English proficiency. Several reasons for Chinese college students’ lack of oral English proficiency including teacher knowledge, students’ willingness to communicate, assessment factors, and contextual constraints have been identified from the literature. This study hopes to provide references to the development of Chinese College English Reform in respect to oral English teaching.

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Li, Hong Jun, and Wen Guang An. "A Study on College Oral English Teaching Based on Virtual Reality Technology." Applied Mechanics and Materials 66-68 (July 2011): 2208–11. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.2208.

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Oral English teaching has been in an embarrassing situation because of lacking necessary language environment. With the development of virtual reality technology, using computer technology to build an English learning environment becomes possible, and thus to change the difficult situation of oral English teaching. This paper first introduces the main contents of the oral English teaching and existing problems, then analyzes the theoretical basis and advantages of college oral English teaching basing on virtual reality technology, and finally puts forward some effective ways that the virtual reality technology applies to oral English teaching.

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Perry, Jamie L., Katelyn Kotlarek, Lucia Mendez, Yolanda Holt, Stephen Fafulas, and Katie Broadwell. "Nasometric Comparison Between Spanish–English Bilingual and English Monolingual Children." Cleft Palate-Craniofacial Journal 56, no. 3 (July 9, 2018): 331–39. http://dx.doi.org/10.1177/1055665618786350.

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Objective: It is well established in the literature that English diagnostic tests should not be directly applied to speakers whose primary language is Spanish. Normative nasalance data across word and sentence-level stimuli among Spanish–English bilingual children living in the United States have not been provided. The present study aims to (1) compare differences in nasalance between typically developing Spanish–English bilingual children and English-speaking monolingual children and (2) determine whether within-speaker nasalance differences exist in Spanish–English bilingual children when presented with English and Spanish speech stimuli. Design: Thirty-four typically developing children including 17 monolingual English speakers and 17 Spanish–English bilingual speakers with normal velopharyngeal anatomy between 5 and 7 years of age participated in the study. Speakers were recorded using a nasometer producing sets of stimulus items at the word and sentence level in English (English monolinguals) and in both Spanish and English for bilingual children. Results: Results indicated no statistically significant difference between nasalance values across the different stimuli between monolingual and bilingual participants. However, within-subject effects showed statistical significance between English and Spanish word stimuli among the bilingual group. Conclusions: These findings emphasize the importance of using language-specific diagnostic materials for nasalance testing, which would be of importance in the treatment of individuals with cleft palate.

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Atbar, Mustahrim, and Sukardi Weda. "LANGUAGE LEARNING STRATEGIES OF NON-ENGLISH MAJOR STUDENTS IN DEVELOPING THE STUDENTS’ ORAL COMMUNICATION." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 113. http://dx.doi.org/10.26858/eltww.v2i1.1252.

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Developing oral English communication proficiency for English major students is something usual, but for non-English major students who required to be proficient in oral English communication is obviously unusual. The questions that might arise are what strategies they apply to be proficient, how they apply those strategies and what makes those strategies useful or valuable for them. Therefore, the research questions for this problem are (i) What learning strategies are used by Civil Aviation Safety and Engineering Academy (CASEA) students in developing oral English communication? (ii) How do learning strategies facilitate CASEA students to be successful in English oral communication? (iii) What conditions are valuable for developing CASEA students’ English oral communication? The research aims at (i) Examining the learning strategies used by CASEA students in learning English. (ii) Exploring the ways learning strategies facilitate the CASEA students’English oral communication. (iii) Exploring the conditions which valuable for developing students’ English oral communication. The research is applying qualitative research in the form of case study.The results of this study reveal that (i) the cadets in CASEA Makassar employed five strategies to develop their oral communication proficiency namely preparing production strategies, encouraging production strategies, effective production strategies, comprehension reaction strategies, and reinforcing comprehension strategies. (ii) Each of the employed strategies was facilitated the students to be proficient in oral English communication in certain way. It starts from collecting and organizing ideas (by preparing production strategies), lowering tense (by encouraging production strategies), covering limitations (by effective production strategies), understanding people’s ideas (by comprehension reaction strategies), and ensuring comprehension (by reinforcing comprehension strategies). (iii) Developing English oral communication can be maximal by the support of six conditions both internally and externally. The conditions are the presence of (1) certain motivation types, (2) extroverted personality, (3) prior English experience and preference in an English skill or element, (4) institutional policies, (5) supportive atmosphere, (6) media.

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Jing, Huang, Hao Xiaodong, and Liu Yu. "Error Correction in Oral Classroom English Teaching." English Language Teaching 9, no. 12 (November 20, 2016): 98. http://dx.doi.org/10.5539/elt.v9n12p98.

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As is known to all, errors are inevitable in the process of language learning for Chinese students. Should we ignore students’ errors in learning English?In common with other questions, different people hold different opinions. All teachers agree that errors students make in written English are not allowed. For the errors students make in oral English, opinions vary from person to person. Many teachers think we should mainly focus on fostering the students’ competence of using the languages fluently, and errors the students make can be ignored. As far as I am concerned, we shouldn’t teach students this way.In theory, there is no doubt that students are allowed to make errors while learning English. As Li yang puts it, students should enjoy making mistakes. There is another saying that the more mistakes you make, the more you will learn. It shows that mistakes can unfold what students are poor in. The teacher can help them out in time. All students hope for teachers’ help. They are willing to follow teachers’ guidance when necessary. Only in this way can they improve their English little by little. On the other hand, if we ignore students’ errors in spoken English, they will never be able to communicate well with other in English or do well in exams. In fact, the language error usually occurs in classroom English teaching at junior high school.This thesis will talk about language error correction in classroom teaching at junior high shool through analyzing the types of errors and exploring the causes of errors. And it will put forward to some strategies to correct these errors.

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Allen, Margaret. "Using Literature in an Oral English Program." Aboriginal Child at School 13, no. 1 (March 1985): 3–13. http://dx.doi.org/10.1017/s0310582200013584.

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Part of my role as a member of a teaching team in the bilingual program at Barunga School (formerly Bamyili) has been to teach English in the early childhood section. These children come from homes where Kriol is the main language. In some cases a traditional Aboriginal language is used at times, mainly by older people.Children have a fair exposure to English via television and videos, and also from contact with people in Katherine. At this age, however, the children have limited competency in English.

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Maring, Heather. "Oral Traditional Approaches to Old English Verse." Oral Tradition 18, no. 2 (2004): 219–22. http://dx.doi.org/10.1353/ort.2004.0069.

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Miccoli, L. "English through drama for oral skills development." ELT Journal 57, no. 2 (April 1, 2003): 122–29. http://dx.doi.org/10.1093/elt/57.2.122.

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Cler, Gabriel J., Joseph S. Perkell, and Cara E. Stepp. "Oral configurations during vowel nasalization in English." Speech Communication 129 (May 2021): 17–24. http://dx.doi.org/10.1016/j.specom.2021.02.005.

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Druks, Judit, Jennifer Aydelott, Marios Genethliou, Helen Jacobs, and Brendan Weekes. "Progressive Dyslexia: Evidence from Hungarian and English." Behavioural Neurology 25, no. 3 (2012): 185–91. http://dx.doi.org/10.1155/2012/702792.

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We report a patient with non-fluent Primary Progressive Aphasia who was premorbidly literate in two alphabetic scripts, Hungarian (L1) and English (L2). Testing was performed over a two-year period to assess the impact of progressive illness on oral reading and repetition of single words. Results showed significant decline in oral reading in both languages, and an effect of language status in favour of oral reading in L1. Phonological complexity was a significant predictor of oral reading decline in both languages. Of interest, we observed an effect of language status on task performance whereby repetition was better in L2 than L1 but oral reading was better in L1 than L2. We conclude that language status has an effect on repetition and oral reading abilities for bilingual speakers with non-fluent Primary Progressive Aphasia.

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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.

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Yin, Xunfeng. "On the Strategies of Improving Oral Application Ability for Students of Non-English Majors." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 821. http://dx.doi.org/10.17507/tpls.0907.11.

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The cultivation of students' oral application ability in college oral English teaching is a vital part of foreign language learners' communicative competence. Therefore, this paper introduces communication strategies into college English classroom teaching, and discusses the feasibility and effectiveness of communicative strategy training as well as the practical improvement of oral English competence, so as to achieve effective oral English classroom teaching in a real sense.

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Senra Silva, Inmaculada. "Speech fluency in phrases: teaching English oral fluency in distance learning." Elia, no. 17 (2017): 209–32. http://dx.doi.org/10.12795/elia.2017.i17.09.

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O’Donnell, Katherine. "Speech fluency in phrases: teaching English oral fluency in distance learning." Elia, no. 17 (2017): 233–50. http://dx.doi.org/10.12795/elia.2017.i17.10.

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Wang, Junhua. "The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1310. http://dx.doi.org/10.17507/tpls.1010.19.

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Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.

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Budiharso, Teguh. "The Oral Language Proficiency of Indonesian English Teachers." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 177. http://dx.doi.org/10.21093/ijeltal.v4i1.436.

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This study reports an observation of the competencies of Indonesian secondary English teachers. An intensive observation over a two-week workshop session was performed involving 38 English teachers, with this group comprising 18 SMP English teachers and 20 SMA English teachers. Three aspects of the observation were identified for this study: competence in oral English, competence in written discourse, and the ability to motivate students in the classroom. This study revealed that English teachers lacked practice in speaking, resulting in an insufficient mastery of the oral use of English. In written discourse, the teachers showed a lack of mastery with rhetoric and the linguistic aspects of writing. In terms of strategies to motivate students in the classroom, the teachers generally lacked self-confidence

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Moder, Carol Lynn, and Gene B. Halleck. "Planes, politics and oral proficiency." Australian Review of Applied Linguistics 32, no. 3 (January 1, 2009): 25.1–25.16. http://dx.doi.org/10.2104/aral0925.

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This study investigates the variation in oral proficiency demonstrated by 14 Air Traffic Controllers across two types of testing tasks: work-related radio telephony-based tasks and non-specific English tasks on aviation topics. Their performance was compared statistically in terms of level ratings on the International Civil Aviation Organization (ICAO) scale. The results demonstrate significant differences in the performance of the test-takers across task types, differences that were not fully predictable across subjects. The differences between general English proficiency and specific purpose proficiency were even greater than those we would expect for other LSP situations. We discuss the implications of these findings for fairly and safely assessing Aviation English using ICAO standards in a politicized context.

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Moder, Carol Lynn, and Gene B. Halleck. "Planes, politics and oral proficiency." Australian Review of Applied Linguistics 32, no. 3 (2009): 25.1–25.16. http://dx.doi.org/10.1075/aral.32.3.05mod.

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This study investigates the variation in oral proficiency demonstrated by 14 Air Traffic Controllers across two types of testing tasks: work-related radio telephony-based tasks and non-specific English tasks on aviation topics. Their performance was compared statistically in terms of level ratings on the International Civil Aviation Organization (ICAO) scale. The results demonstrate significant differences in the performance of the test-takers across task types, differences that were not fully predictable across subjects. The differences between general English proficiency and specific purpose proficiency were even greater than those we would expect for other LSP situations. We discuss the implications of these findings for fairly and safely assessing Aviation English using ICAO standards in a politicized context.

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Paramudia, Paramudia, and Hadina Habil. "Initial Oral English Communication Needs of Learners in the Business English Classroom." Journal of Education and Learning (EduLearn) 9, no. 1 (February 1, 2015): 35. http://dx.doi.org/10.11591/edulearn.v9i1.1008.

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Fitzgerald, Jill, Steven J. Amendum, Jackie Eunjung Relyea, and Sandra G. Garcia. "Is Overall Oral English Ability Related to Young Latinos' English Reading Growth?" Reading & Writing Quarterly 31, no. 1 (November 20, 2014): 68–95. http://dx.doi.org/10.1080/10573569.2013.857972.

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Wang, Binhong. "What Can We Tell from These Temporal Measures? Temporal Measures as Indices of Oral Proficiency." English Language Teaching 1, no. 2 (December 1, 2008): 21. http://dx.doi.org/10.5539/elt.v1n2p21.

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Oral English teaching has long been a weak link in the science universities in China, let alone the research on oral English test by quantitative method. Therefore, OEPT in the U.S. sheds enlightening light on the spoken English teaching and researching in China. OEPT (Oral English Proficiency Test) is a spoken English test aimed to assess the oral English proficiency of prospective international teaching assistants in the U.S. In the past few years, temporal variables as indices of oral English proficiency to analyze examinees’ oral speech were explored and studied at a large Mid-western American university. Based on the descriptive statistics of the selected temporal variables, this paper aims to give an interpretation of the figures obtained by OEPT data in order to get enlightening implications on spoken English teaching in China.

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Li, Lin. "A Data-Based Investigation into Reliability and Validity of Computer-Assisted Oral English Test." Applied Mechanics and Materials 543-547 (March 2014): 4494–97. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4494.

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This paper gives a detailed description of the project on computer-assisted oral English test conducted in Wuhan Polytechnic University. The project indicated the advantages of computer-assisted oral English testing over face-to-face spoken English test, as well as weak points and problems to be discussed. At the end of this paper, some tentative suggestions are made on how to conduct large-scale computer-assisted oral English test with both high reliability and validity to develop students oral English ability in universities and colleges in China.

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Nguyen, Thao Hieu. "ORAL PRESENTATION STRATEGY FOR ENHANCING ENGLISH SPEAKING PROFICIENCY TO NON-ENGLISH MAJOR STUDENTS." Scientific Journal of Tra Vinh University 1, no. 2 (August 5, 2019): 40–48. http://dx.doi.org/10.35382/18594816.1.2.2019.154.

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This paper presents an integratedskill approach of using oral presentations as an interactive teaching tool in non-English major classrooms, specifically in the context of Tra Vinh University. This paper has the following sections: (1) introducing the context of teaching and learning English and the factors affecting students’ speaking ability in Vietnam and in several other countries; (2) presenting the benefits of integrating oral presentation in the classroom; (3) proposing suggestions that help EFL teachers to apply this approach effectively. The result shows that four main factors, which affect students’ speaking ability, are a lack of topical knowledge, low self-esteem, limited chances of practice and the overuse of mother tongue. By giving presentation, students have a higher level of confidence, speak correctly, use more vocabularies, and develop other language skills as well as soft-skills. However, teachers need to instruct students clearly; reduce pressure on student grades and make effective feedback to individual. Besides, students need encouragement to create dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English speaking ability.

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Yu, Yayan. "Problems in and Solutions to Oral English Teaching in Rural Middle School—A Case Study in ZhaoCheng Middle School." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 372. http://dx.doi.org/10.17507/jltr.1002.20.

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As a key skill for language learners, oral communication ability is one of the most important factors to measure one person’s overall quality. Being a widely used language, English has become an important communicative medium between countries. However, the purpose of learning English is to communicate. One can really master the language only by putting it into flexible use. However, English teaching in our country has been the problem of “dumb English” for a long time, especially oral English teaching in rural middle school. Due to the various constraints, oral English teaching still takes the traditional teaching methods. Students have no necessary English environment to exercise English. This kind of “dumb English” makes students lack language communicative ability. So it is urgent to improve the oral English teaching in rural school. In this paper, the investigation and questionnaire survey were aimed at investigating students’ oral English in the Middle School of Zhaocheng Town in Linfen, Shanxi Province, in order to find out the insufficiency of spoken language and give the recommendations, so as to improve the interest of speaking English for rural students and cultivate their communicative competence in spoken English. Finally, it can promote the students’ overall quality and overall performance for our society.

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Carpenter, James. "Incorporating Drama into EFL Oral Presentations." JALT PIE SIG: Mask and Gavel 5, no. 1 (November 2016): 23–37. http://dx.doi.org/10.37546/jaltsig.pie5.1-2.

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Oral presentations are common in many English as a foreign language (EFL) classes. Because oral presentations entail multiple steps, they are ideal for project-based learning courses. Yet, it can be challenging for students to meaningfully collaborate on oral presentation projects using English. The use of drama in oral presentations allows students to explore more complex topics without being overwhelmed. A short survey of the literature related to oral presentations and project-based learning in EFL is presented in this article. Then, the basic discourse for oral presentations in English is discussed, followed by an expanded discussion about how drama can simplify this discourse for students. Finally, two examples of student presentations are presented.

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Wang, Li-Jyu, and Hung-Fan Chang. "Improve Oral Training." International Journal of Distance Education Technologies 9, no. 3 (July 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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Wang, Jianmei. "Speech Recognition of Oral English Teaching Based on Deep Belief Network." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 100. http://dx.doi.org/10.3991/ijet.v15i10.14041.

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The oral English teaching faces several common problems: the teaching method is very inefficient, and the learners are poor in oral English. The development of computer-aided language learning offers a possible solution to these problems. Based on techniques of speech recognition, cloud computing and deep learning, this paper applies the deep belief network (DBN) to recognize the speeches in oral English teaching, and establishes a multi-parameter evaluation model for the pronunciation quality of oral English among college students. The model combines the merits of subjective and objective evaluations, and assesses the pronunciation from four aspects: pitch, speech rate, rhythm and intonation. Finally, the proposed model was verified through speech recognition and pronunciation evaluation experiments on 26 non-English majors from a college. The results show that the proposed evaluation model output credible results, which are consistent with those of experts, as evidenced by consistency, neighbourhood consistency and Pearson correlation coefficient. The research provides a feasible way to evaluate the oral English proficiency of learners, laying the basis for improving the teaching and learning efficiency of oral English.

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Idris, Mardiana Binti, and Abdul Halim Bin Abdul Raof. "LEARNER-DRIVEN ORAL ASSESSMENT CRITERIA FOR ENGLISH PRESENTATION." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 365. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383.

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Learner-centred assessment has been widely propagated in learner-centred approach. However, learners are rarely given the opportunity to engineer their own assessment. Therefore, this study attempted to gauge (1) the functionality of learner-driven oral assessment criteria scaling structure and (2) the reliability of learner-assessors in applying their own assessment criteria during oral presentation. In this study, 11 participants from an electrical engineering group, which consists of one year programme matriculation students, participated in assessment criteria development. First, participants discussed suitable criteria and scaling structure in small groups. Secondly, each group presented their oral assessment criteria for peer feedback. Thirdly, participants discussed and finalised the oral assessment criteria for the class. Fourthly, to test the learner-driven assessment criteria, three speakers from the group volunteered to present their speech. While presenting, these speakers were assessed by their peers. Participants’ ratings and scores were later analysed using the Many-Facet Rasch Measurement (MFRM) software. Findings show that despite the criteria being developed by learners, the scaling structures were functioning usefully with the Rasch Threshold measure indicated more than 1.4 logits between assessment levels and the learner-assessor reliability was > 0.80. The significance of this study lies in raising awareness for improving learners’ oral presentation skills as well as developing learner autonomy. Keywords: Learner autonomy, learner-centred, oral skills, Rasch measurement. Cite as: Idris, M. & Abdul Raof, A. H. (2019). Learner-driven oral assessment criteria for English presentation. Journal of Nusantara Studies, 4(1), 365-383. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383

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Li, Hui. "Research of Oral Test Reliability and Validity of College English Based on the Computer Technology." Applied Mechanics and Materials 644-650 (September 2014): 6339–42. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.6339.

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Oral English teaching is the law of language teaching, which is not only the necessity of college English teaching reform and development but also a reflection of social needs. After college English graded teaching, oral test was incorporated into the scope of the final exam of many colleges and universities. In-depth discussion of computer-assisted oral English test reliability and validity has the practical significance.

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Cao, Dong Bo. "Oral English Teaching Context Construction Based on New Media Environment." Advanced Materials Research 860-863 (December 2013): 3013–16. http://dx.doi.org/10.4028/www.scientific.net/amr.860-863.3013.

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Along with the increasing requirement of society to the students English ability, college students' English learning should focus on students' practical English comprehensive ability, especially for the purpose of the ability of oral communication. This paper discussed the important role of the construction of university spoken English context to oral capability, and it proposed the strategies of the university English context construction based on new media environment.

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Li, Sainan. "A Study of Learners’ Satisfaction towards College Oral English Flipped Classroom." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 1958. http://dx.doi.org/10.17507/tpls.0610.10.

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Flipped Classroom, by reversing the teaching procedures, is leading a new trend of teaching reform. This paper takes questionnaire and interview as the instrument, exploring college oral English learners’ satisfaction towards college oral English Flipped Classroom teaching model. The result shows that learners are generally satisfied with college oral English Flipped Classroom teaching model, especially the phase of comprehensive improvement and the phase of language use, and they agree with the fact that Flipped Classroom teaching model is effective in improving their English speaking ability. The paper further discusses the possible explanations of the results and provides some suggestions for college oral English Flipped Classroom teaching.

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Zhao, Hongxin. "Construction of Multimedia-Assisted English Teaching Mode in Big Data Network Environment." Wireless Communications and Mobile Computing 2021 (September 14, 2021): 1–10. http://dx.doi.org/10.1155/2021/1609187.

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Oral English teaching is the weakest link in multimedia English teaching at this stage. English teachers are constantly exploring effective approaches to improve oral English Teaching in their own educational practice. The big data multimedia English teaching mode conforms to embark on the historical stage. Firstly, this paper constructs the big data architecture of English teaching model mining and divides the construction of the teaching model into three parts: data mining, teaching model evaluation, and improvement optimization. Data mining uses the advanced DBN network to send data into the DBN-DELM network, which significantly improves the accuracy of the multimedia assisted English construction model. The simulation results show that teaching mode construction based on big data can effectively improve students’ interest in English learning; attitude; and oral English level including pronunciation, pronunciation and intonation, dialogue and communication, and oral expression and improve students’ group cooperation and communication ability, autonomous learning ability, evaluation consciousness, and ability.

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Chen, Can. "A Study on the Relationship Between Reflective-impulsive Cognitive Styles and Oral Proficiency of EFL Learners." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 836–41. http://dx.doi.org/10.17507/tpls.1107.10.

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With the focus of language teaching from teachers to students, the personal factors of language learners have become the focus of research. In 1964, Kagan and his colleagues proposed a reflective-impulsive cognitive style(R-I), a pair of opposing cognitive style that can be measured by Matching Familiar Figures Test (MFFT). Kagan believes that in dealing with cognitive tasks, holding a slow but accurate style is a reflective cognitive style, and holding a fast but inaccurate style is impulsive cognitive style. What’s more, different cognitive styles of learners affect language learning. For English learners, oral English is connected with the output of language, and students' oral ability is an important part of pragmatic competence. The researcher uses MFFT20, combined with observation, interview, oral test to evaluate the oral performance and ability of 80 high school students in a middle school in Chongqing. By analyzing the correlation between the reflective-impulsive cognitive styles and oral English ability, the following results are obtained. First, reflective cognitive style and impulsive cognitive style account for the same proportion of students. And reflective-impulsive cognitive style affects the oral ability of English learners. Second, students with different cognitive styles have great differences in oral performance. Third, generally speaking, English learners with reflective cognitive style perform better in oral accuracy than English students with impulsive cognitive style, while English learners with impulsive cognitive style perform better in oral fluency than students with reflective style.

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&NA;. "The Charles E. English Annual Award." Implant Dentistry 11, no. 4 (December 2002): 311. http://dx.doi.org/10.1097/00008505-200211040-00003.

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Guibangguibang, Herford Rei Biscayno. "Association between Oral Error Corrections of University Teacher and English Majors’ Language Anxiety in Philippine Higher Education Context." International Journal of Language Education 4, no. 2 (October 13, 2020): 183. http://dx.doi.org/10.26858/ijole.v4i2.13601.

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This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers. Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English.

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Zhang, Wei. "On College Oral English Teaching in the Base of Virtual Reality Technology." Applied Mechanics and Materials 687-691 (November 2014): 2427–30. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2427.

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Today, it is possible to construct English learning environment through computer technology with the integration between information technology and all kinds of educational resources, so as to change the efficiency of teaching oral English. This thesis takes the explanation of virtual reality technology as the cutting point, analyzing the present situation of oral English Teaching in college , putting forward the idea of teaching oral English by virtual reality technology in the classroom.

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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.

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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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Dhobley, Akshay, Aparna Sharma, and Kriti Bagri Manjrekar. "ORAL MYIASIS CONVERTING TO ORAL SQUAMOUS CELL CARCINOMA." Journal of Evidence Based Medicine and Healthcare 2, no. 42 (October 19, 2015): 7511–17. http://dx.doi.org/10.18410/jebmh/2015/1015.

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Li, Xianghui, and Peng Wang. "A Research on Using English Movies to Improve Chinese College Students' Oral English." Theory and Practice in Language Studies 5, no. 5 (May 17, 2015): 1096. http://dx.doi.org/10.17507/tpls.0505.26.

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Jimerson, Shane R., Sehee Hong, Scott Stage, and Michael Gerber. "Examining Oral Reading Fluency Trajectories Among English Language Learners and English Speaking Students." Journal of New Approaches in Educational Research 2, no. 1 (January 15, 2013): 03–11. http://dx.doi.org/10.7821/naer.2.1.3-11.

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Journal articles on the topic 'Oral English'

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