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Nguyen, T. C. T., & Le, T. N. A. (2025). Examining the effects of oral communicative activities on high school students’ learning English speaking skills. Dong Thap University Journal of Science, 14(07S), 1-17. https://doi.org/10.52714/dthu.14.07S.2025.1697
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Examining the effects of oral communicative activities on high school students’ learning English speaking skills
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Abstract
Students at Vinh Trach High School in rural An Giang province have faced persistent difficulties in developing English speaking skills, largely due to limited exposure to communicative practice. This study examined the effects of oral communicative activities on the speaking development of 44 eleventh-grade students through a 12-week classroom intervention. A mixed-methods design was employed, integrating a quasi-experimental pretest and posttest speaking assessment with a survey questionnaire and semi-structured interviews. Quantitative findings showed a significant improvement in students’ speaking performance, and strong reliability across questionnaire items. Qualitative results indicated that students viewed activities such as role plays, discussions, and interviews positively, noting gains in confidence and fluency. However, students expressed challenges related to limited vocabulary, pronunciation difficulties, and fear of making mistakes. The study not only validates oral communicative activities effectively build fluency and confidence, but also highlights the importance of supportive, student-centered communicative teaching to reduce anxiety and promote meaningful oral interaction in rural learning contexts. These insights offer valuable guidance for teachers, school leaders, and future research aiming to improve English speaking instruction in similar rural contexts.
Keywords
English-speaking skills, high school, oral communicative activities, perceptions, practices.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Alharbi, A. (2021). The role of teachers in fostering collaborative learning in language classrooms. Education and Information Technologies, 26(1), 123–139.
Assadi, J., Tareq, M., & Shriki, R. A. (2025). Bridging classroom and communication: The impact of role-playing on EFL speaking proficiency in Southern Israel. Contemp. Readings L. & Soc. Just., 17, 481-492.
Ayuningtias, D. O., & Yana, Y. (2019). The use of role play to improve students' speaking skill. Project (Professional Journal of English Education), 2(3), 416-420. https://doi.org/10.22460/project.v2i3.p416-420.
Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311–341. https://doi.org/10.1111/0023-8333.00119
Bohari, L. (2020). Improving speaking skills through small group discussion at eleventh grade students of SMA Plus Munirul Arifin NW Praya. JOLLT Journal of Languages and Language Teaching, 7(1), 68-81.
Buhari, B. (2019). Practicing discussion in the form of pyramid to improve students’speaking performance and classroom interaction. Journal of Languages and Language Teaching, 7(2), 108-116.
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5nd ed.). Sage publications.
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Dinh, T. B. N., & Tran, T. D. (2020). Key factors influencing learners’oral fluency in english speaking classes: A case at a public university in Viet Nam. VNU Journal of Foreign Studies, 36(6), 93-108. https://doi.org/10.25073/2525-2445/vnufs.4631
Firmansyah, D., & Valatansa Vegian, E. E. (2019). Improving the students’ speaking skill through tebate technique. PROJECT (Professional Journal of English Education), 2(6), 891-895. https://doi.org/10.22460/project.v2i6.p891-895.
Hue, B. T. H. (2024). Utilizing communicative activities to teach oral English skills to students at Tuyen Quang School for Excellence (TSE). European Journal of Theoretical and Applied Sciences, 2(4), 222-236. https://doi.org/10.59324/ejtas.2024.2(4).19.
Idham, S. Y., Baagbah, S. Y. S., Mugair, S. K., Feng, H., & Al Husseiny, F. (2024). Impact of the interviews on the students’ speaking skills. Theory and Practice in Language Studies, 14(1), 160-166. https://doi.org/10.17507/tpls.1401.19.
Katemba, C. V., & Grace, R. M. (2023). Role-playing improves speaking proficiency skills. Acuity: Journal of English Language Pedagogy, Literature and Culture, 8(2), 244-268.
Khau, A. H., & Huynh, V. T. M. (2022). An investigation into oral fluency perceived by teachers and students in a Vietnamese context of English education. Language Testing in Asia, 12(1), 1-19. https://doi.org/10.1186/s40468-022-00174-5.
Littlewood, W. (2011). Communicative language teaching: An expanding concept for a changing world. In Handbook of research in second language teaching and learning (pp. 541-557). Routledge.
Luis, C. L. (2021). Promoting oral skills through communicative activities. Journal of English Language Teaching and Applied Linguistics, 3(7), 14-29. https://doi.org/10.32996/jeltal.2021.3.7.2.
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1), 1-18. https://doi.org/10.1186/s40561-024-00295-9
Mahbub, I. S. P., & Hadina, H. (2021). A systematic overview of issues for developing EFL learners’ oral English communication skills. Journal of Language and Education, 7(1), 229-240. https://doi.org/10.17323/jle.2021.10737.
Masuram, J., & Sripada, P. N. (2020). Developing spoken fluency through task-based teaching. Procedia Computer Science, 172, 623-630. https://doi.org/10.1016/j.procs.2020.05.080.
McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of Mixed Methods Research, 11(2), 202-222.
Mertens, D. M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. California: Sage Publications, 88-189.
Ministry of Education and Training (MOET). (2018). Circular No. 32/2018/TT-BGDĐT: Promulgation of the general education curriculum. Hanoi, Vietnam.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press, 12-26.
Qasim, A. Y. (2021). A study of the factors affecting the learning of English speaking skills. Academic Journal of Nawroz University, 10(1), 193-202.
Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17-23. https://doi.org/10.24018/ejedu.2023.4.6.763.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Riswandi, D. (2018). The implementation of project-based learning to improve students’ speaking skill. International Journal of Language Teaching and Education, 2(1), 32-40. https://doi.org/10.22437/ijolte.v2i1.4609.
Rogers, J., & Revesz, A. (2019). Experimental and quasi-experimental designs. In The Routledge handbook of research methods in applied linguistics (pp. 133-143). Routledge.
Sirisrimangkorn, L. (2021). Improving EFL undergraduate learners' speaking skills through project-based learning using presentation. Advances in Language and Literary Studies, 12(3), 65–72.
Syamdianita, & Maharia, A. C. (2020). Developing speaking skill through debating: undergraduate EFL students’ perception. Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019). 2nd Educational Sciences International Conference (ESIC 2019), Samarinda, Indonesia, 22-26. https://doi.org/10.2991/assehr.k.200417.006
Thorne, A. (2020). Pretend play and executive function in children with acquired brain injury (Doctoral dissertation, Deakin University), 3-118.
Tipmontree, S., & Tasanameelarp, A. (2020). Using role-playing activities to improve Thai EFL students’ oral English communication skills. International Journal of Business and Society, 21(3), 1215-1225. https://doi.org/10.33736/ijbs.3345.2020.
Truong, T. N., & Le, N. N. (2024). Improving speaking skills of 11th graders at Nguyen Trai High School using role play: Students’ perspectives. European Journal of Education and Pedagogy, 5(3), 63-68. https://doi.org/10.24018/ejedu.2024.5.3.839.
Tseng, W.-T., & Tsai, C.-C. (2020). The effects of feedback on students' speaking performance: A review of the literature. Language Teaching Research, 24(4), 467-487.
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien high school. Asian Journal of Educational Research, 3(2), 8-23.
Velarde, A. C. L., Lema, J. M. G., Guala, M. J. I., & Guerrero, J. J. I. (2022). Communicative activities to enhance oral production in the EFL classroom. Ciencia Digital, 6(1), 6-26. https://doi.org/10.33262/cienciadigital.v6i1.1952.
AL-Garni, S. A., & Almuhammadi, A. H. (2019). The effect of using communicative language teaching activities on EFL students' speaking skills at the University of Jeddah. English Language Teaching, 12(6), 72-86. https://doi.org/10.5539/elt.v12n6p72.
Alharbi, A. (2021). The role of teachers in fostering collaborative learning in language classrooms. Education and Information Technologies, 26(1), 123–139.
Assadi, J., Tareq, M., & Shriki, R. A. (2025). Bridging classroom and communication: The impact of role-playing on EFL speaking proficiency in Southern Israel. Contemp. Readings L. & Soc. Just., 17, 481-492.
Ayuningtias, D. O., & Yana, Y. (2019). The use of role play to improve students' speaking skill. Project (Professional Journal of English Education), 2(3), 416-420. https://doi.org/10.22460/project.v2i3.p416-420.
Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311–341. https://doi.org/10.1111/0023-8333.00119
Bohari, L. (2020). Improving speaking skills through small group discussion at eleventh grade students of SMA Plus Munirul Arifin NW Praya. JOLLT Journal of Languages and Language Teaching, 7(1), 68-81.
Buhari, B. (2019). Practicing discussion in the form of pyramid to improve students’speaking performance and classroom interaction. Journal of Languages and Language Teaching, 7(2), 108-116.
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5nd ed.). Sage publications.
Dewi, K. A. P. (2020). Engaging EFL students on project-based learning activities to promote speaking skill. Singaraja-Bali 5th-7th August, 2019 Volume 4, 20-31.
Dinh, T. B. N., & Tran, T. D. (2020). Key factors influencing learners’oral fluency in english speaking classes: A case at a public university in Viet Nam. VNU Journal of Foreign Studies, 36(6), 93-108. https://doi.org/10.25073/2525-2445/vnufs.4631
Firmansyah, D., & Valatansa Vegian, E. E. (2019). Improving the students’ speaking skill through tebate technique. PROJECT (Professional Journal of English Education), 2(6), 891-895. https://doi.org/10.22460/project.v2i6.p891-895.
Hue, B. T. H. (2024). Utilizing communicative activities to teach oral English skills to students at Tuyen Quang School for Excellence (TSE). European Journal of Theoretical and Applied Sciences, 2(4), 222-236. https://doi.org/10.59324/ejtas.2024.2(4).19.
Idham, S. Y., Baagbah, S. Y. S., Mugair, S. K., Feng, H., & Al Husseiny, F. (2024). Impact of the interviews on the students’ speaking skills. Theory and Practice in Language Studies, 14(1), 160-166. https://doi.org/10.17507/tpls.1401.19.
Katemba, C. V., & Grace, R. M. (2023). Role-playing improves speaking proficiency skills. Acuity: Journal of English Language Pedagogy, Literature and Culture, 8(2), 244-268.
Khau, A. H., & Huynh, V. T. M. (2022). An investigation into oral fluency perceived by teachers and students in a Vietnamese context of English education. Language Testing in Asia, 12(1), 1-19. https://doi.org/10.1186/s40468-022-00174-5.
Littlewood, W. (2011). Communicative language teaching: An expanding concept for a changing world. In Handbook of research in second language teaching and learning (pp. 541-557). Routledge.
Luis, C. L. (2021). Promoting oral skills through communicative activities. Journal of English Language Teaching and Applied Linguistics, 3(7), 14-29. https://doi.org/10.32996/jeltal.2021.3.7.2.
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1), 1-18. https://doi.org/10.1186/s40561-024-00295-9
Mahbub, I. S. P., & Hadina, H. (2021). A systematic overview of issues for developing EFL learners’ oral English communication skills. Journal of Language and Education, 7(1), 229-240. https://doi.org/10.17323/jle.2021.10737.
Masuram, J., & Sripada, P. N. (2020). Developing spoken fluency through task-based teaching. Procedia Computer Science, 172, 623-630. https://doi.org/10.1016/j.procs.2020.05.080.
McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of Mixed Methods Research, 11(2), 202-222.
Mertens, D. M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. California: Sage Publications, 88-189.
Ministry of Education and Training (MOET). (2018). Circular No. 32/2018/TT-BGDĐT: Promulgation of the general education curriculum. Hanoi, Vietnam.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press, 12-26.
Qasim, A. Y. (2021). A study of the factors affecting the learning of English speaking skills. Academic Journal of Nawroz University, 10(1), 193-202.
Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17-23. https://doi.org/10.24018/ejedu.2023.4.6.763.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Riswandi, D. (2018). The implementation of project-based learning to improve students’ speaking skill. International Journal of Language Teaching and Education, 2(1), 32-40. https://doi.org/10.22437/ijolte.v2i1.4609.
Rogers, J., & Revesz, A. (2019). Experimental and quasi-experimental designs. In The Routledge handbook of research methods in applied linguistics (pp. 133-143). Routledge.
Sirisrimangkorn, L. (2021). Improving EFL undergraduate learners' speaking skills through project-based learning using presentation. Advances in Language and Literary Studies, 12(3), 65–72.
Syamdianita, & Maharia, A. C. (2020). Developing speaking skill through debating: undergraduate EFL students’ perception. Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019). 2nd Educational Sciences International Conference (ESIC 2019), Samarinda, Indonesia, 22-26. https://doi.org/10.2991/assehr.k.200417.006
Thorne, A. (2020). Pretend play and executive function in children with acquired brain injury (Doctoral dissertation, Deakin University), 3-118.
Tipmontree, S., & Tasanameelarp, A. (2020). Using role-playing activities to improve Thai EFL students’ oral English communication skills. International Journal of Business and Society, 21(3), 1215-1225. https://doi.org/10.33736/ijbs.3345.2020.
Truong, T. N., & Le, N. N. (2024). Improving speaking skills of 11th graders at Nguyen Trai High School using role play: Students’ perspectives. European Journal of Education and Pedagogy, 5(3), 63-68. https://doi.org/10.24018/ejedu.2024.5.3.839.
Tseng, W.-T., & Tsai, C.-C. (2020). The effects of feedback on students' speaking performance: A review of the literature. Language Teaching Research, 24(4), 467-487.
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien high school. Asian Journal of Educational Research, 3(2), 8-23.
Velarde, A. C. L., Lema, J. M. G., Guala, M. J. I., & Guerrero, J. J. I. (2022). Communicative activities to enhance oral production in the EFL classroom. Ciencia Digital, 6(1), 6-26. https://doi.org/10.33262/cienciadigital.v6i1.1952.
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