Speech acts theory and communication approach to develop speaking skills to english majored students at university of labour social affairs master graduation project in english languageSpeech acts theory and communication approach to develop speaking skills to english majored students at university of labour social affairs master graduation project in english languageSpeech acts theory and communication approach to develop speaking skills to english majored students at university of labour social affairs master graduation project in english languageSpeech acts theory and communication approach to develop speaking skills to english majored students at university of labour social affairs master graduation project in english languageSpeech acts theory and communication approach to develop speaking skills to english majored students at university of labour social affairs master graduation project in english language
LITERATURE REVIEW
Speech-act theory
Speech acts theory explores how language functions to perform actions rather than merely communicate information Initially introduced by Austin in 1962 and later expanded by Searle in 1969, the theory examines utterances as performative acts that carry specific intentions and social implications Its significant impact has shaped the fields of pragmatics, linguistics, and language education methodologies.
Speech acts have been defined by various scholars, with Austin (1962) offering one of the earliest and most influential definitions He emphasized that the utterance of specific words in particular contexts constitutes a conventional act governed by established rules and procedures This highlights the importance of context and the conventions surrounding utterances, indicating that they are not merely spoken words but actions that adhere to certain regulations Austin's work underscores the intricate relationship between words, context, and action, revealing the complexity of language in communication.
Searle (1969) built on Austin's theories by proposing that speaking a language involves engaging in rule-governed behavior, emphasizing that communication is about performing actions according to established rules rather than merely producing sounds This perspective aligns with the communicative paradigm of language acquisition, which highlights the importance of using language appropriately alongside learning its structures Yule (1996) offers a more succinct definition, describing speech acts as actions performed through utterances, focusing on the action-oriented nature of language, where words serve specific purposes While Yule's definition lacks detail regarding context and rules, it effectively conveys the essence of speech acts as a means to achieve actions through language.
This project will primarily utilize Searle’s (1969) definition due to its significance to the research topic, focusing on the communicative approach and highlighting the role of speech acts in enhancing speaking skills acquisition.
To enhance English learners' pragmatic awareness and overall proficiency, it is essential to incorporate the contextual elements and conventions outlined in Austin's (1962) definition of speech acts This approach aids in understanding how speech acts function effectively in communication.
An integrated approach to language learning emphasizes the importance of not only mastering grammar but also understanding sociolinguistic contexts and appropriate social behaviors By focusing on speech acts and real-life language usage, learners can enhance their awareness and develop the ability to use English effectively and appropriately in various situations.
Analyzing various definitions reveals key insights about speech acts, particularly the context-dependent nature of meaning and performance highlighted by Austin This underscores the importance of teaching language within real-life contexts rather than in isolation Both Austin and Searle emphasize the significance of non-creative elements in speech acts, asserting that a grammar of speech acts exists within speech communities, which ensures coherent responses to specific utterances.
Searle conceptualizes language use as a structured game, suggesting that language users adhere to consistent norms in both speech acts and their interpretations, which can be taught and learned He defines a speech act as a means of problem-solving, aligning with task-based and action-oriented approaches in language teaching Ultimately, all definitions underscore the functional nature of speech acts, highlighting that what appears to be mere speech often carries significant action.
Considering these factors, speech acts emerge as intricate linguistic phenomena characterized by conventional structures, contextual operations, specific rules, and performance features This comprehensive understanding can significantly enhance second language acquisition, particularly in developing English-speaking skills through effective teaching and learning of speech acts.
1.1.2 Origins and development of speech acts theory
1.1.2.1 Origins of speech acts theory
The SAT's origins lie in the philosophical exploration of the relationship between language and action, with Aristotle being a key figure who distinguished between apophantic utterances, which can be true or false, and other forms of speech like commands and questions This early differentiation laid the groundwork for understanding various language functions beyond mere reporting In the late 19th century, influences from Byzantine thought emerged, leading to advancements in the early 20th century when German philosopher Gottlob Frege introduced the concept of linguistic force Frege argued that sentences convey more than their propositional content, reflecting the speaker's intent This notion of linguistic force became a foundational element in the theoretical framework of SAT.
J.L Austin's influential work, "How to Do Things with Words" (1962), introduced the Speech Act Theory (SAT), challenging the traditional view that language merely describes reality He distinguished between performative statements, which actively influence the world, and descriptive statements Austin categorized speech acts into three types: locutionary acts, which involve verbal or nonverbal expressions with specific meanings; illocutionary acts, which encompass the intention behind uttering a statement, such as making an offer or promise; and perlocutionary acts, which focus on the effects of the statement on the audience, leading to changes in their beliefs or actions.
In his influential work, "Speech Acts: An Essay in The Philosophy of Language," Searle (1969) built upon Austin's concepts to create a comprehensive classification of speech acts He categorized illocutionary acts into five types: assertives, directives, commissives, expressives, and declarations Searle introduced the idea of conditions of fulfillment, which are essential for the effective execution and appreciation of a speech act Additionally, he elaborated on the governing rules of speech acts, the relationship between linguistic meaning and speaker intention, and the role of speech acts within institutional contexts.
The work of SAT has extended its influence beyond traditional philosophy, significantly impacting fields like linguistics, pragmatics, anthropology, and communication studies It offers a fresh perspective on language by emphasizing its social function rather than its form This focus on the performance aspect of language is a key reason for the theory's popularity among researchers in human communication, as it views language, speaker meaning, and communication context as interconnected elements.
1.1.2.2 Evolution and expansion of speech acts theory
Since its inception, speech acts theory has undergone significant development Searle
In 1969, a comprehensive classification of illocutionary acts was developed, building on Austin's foundational work, and this theory has since been utilized across various fields, including linguistics, pragmatics, anthropology, and communication studies Wilson and Sperber (2002) critiqued the theory for its separation of semantics and pragmatics, advocating for a more integrated approach Additionally, Leech and Brown (1987) introduced sociocultural norms and politeness principles, while Brown and Levinson highlighted the significance of face-saving strategies within speech acts These advancements have significantly enhanced the theory's relevance in analyzing complex communicative interactions.
Speech acts theory has versatile applications across various fields, significantly enhancing pragmatic competence in language teaching, improving natural language processing in artificial intelligence, and facilitating intercultural communication by navigating cultural differences Additionally, it plays a vital role in legal studies, aiding in the understanding and interpretation of legal language and courtroom discourse.
1.1.2.4 Contemporary perspectives and recent developments
Pragmatics
Pragmatics focuses on how language is used in context, highlighting the transmission and interpretation of meaning in specific situations It explores the connection between linguistic forms and their users while taking into account the social, cultural, and contextual factors that shape communication.
Various scholars have defined pragmatics, emphasizing different aspects:
Levinson (1983) described pragmatics as "the study of language users' ability to pair sentences with appropriate contexts." This definition focuses on the contextual appropriateness of language use
Pragmatics, as defined by Yule (1996), explores how communication often conveys more meaning than what is explicitly stated, highlighting the importance of implicit meanings Verschueren (1999) further elaborates that pragmatics examines linguistic acts within their contextual frameworks, underscoring the action-oriented aspect of language use in various situations.
This study utilizes Verschueren's (1999) definition to explore speech acts within the framework of teaching English speaking skills It emphasizes the relevance of speech acts theory and its application in language instruction, addressing both the linguistic elements and their contextual influences.
Pragmatics closely examines the use of language in context, while speech acts play a crucial role in this context-dependent language use Speech acts, as defined by Yule
(1996), are actions performed through utterances, such as making requests or expressing gratitude The context of their utterance greatly influences their interpretation
Pragmatics is the study of how language users align sentences with their appropriate contexts, as emphasized by Levinson (1983), highlighting the intrinsic link between pragmatics and speech acts This relationship is further supported by Verschueren (1999), who defines pragmatics as the examination of linguistic acts within their contextual frameworks.
Understanding this connection is vital for enhancing students' communicative competence and speaking proficiency in language learning
1.2.3 Pragmatic competence in language learning
Pragmatic competence is vital for language proficiency, especially in enhancing speaking skills through communicative approaches According to Bachman (1990), it is a key aspect of communicative language ability, allowing learners to utilize language effectively across diverse situations and for various communicative purposes.
Pragmatic competence involves understanding and producing appropriate language in social contexts, considering factors such as politeness, indirectness, and cultural norms It encompasses two main components:
Pragmalinguistic knowledge: understanding how to use language forms to perform communicative functions
Sociopragmatic knowledge: awareness of social rules governing language use in different contexts
To develop pragmatic competence, exposure to authentic language use in real-life situations is essential Engaging in observation and active participation in diverse communicative environments facilitates this learning process By emphasizing the pragmatic aspects of language in the classroom, educators can offer students invaluable opportunities to improve their communication skills for effective interaction in real-world contexts.
Communicative competence
Communicative competence is the ability to use language effectively and appropriately across different social situations It includes linguistic knowledge, sociolinguistic awareness, discourse management, and strategic communication skills This concept is vital in contemporary language teaching methodologies, which prioritize practical language application.
Communicative competence is a complex concept that includes the essential knowledge and skills needed for effective language use According to Bachman (1990), it refers to the ability to utilize language for specific purposes, which involves understanding the rules necessary for producing and comprehending meaningful speech.
Effective communication requires not only linguistic knowledge but also the ability to apply that knowledge in real-life situations to achieve specific goals Understanding the rules and conventions of communication is essential, extending beyond mere mastery of grammar.
Bachman's definition is crucial for this study, as it emphasizes the importance of enhancing English-speaking skills among language majors by integrating speech acts theory with communicative approaches.
The study highlights the importance of various elements in enhancing an individual's communication skills, emphasizing their significance in the development of effective communication strategies
Linguistic competence encompasses the understanding of vocabulary, grammar, and pronunciation, as outlined by Canale and Swain (1980) Mastery of these language components is essential for English majors, enabling them to create precise and coherent expressions in their communication.
Sociolinguistic competence is essential for understanding the sociocultural rules that govern language use, focusing on the appropriateness of speech based on context, participants, and communicative goals (Canale & Swain, 1980) It involves a deep comprehension of social and cultural contexts, which significantly enhances English majors' abilities to employ suitable speech acts and language forms across diverse social situations.
Discourse competence refers to the ability to combine grammatical forms and meanings to achieve coherent spoken or written texts in different genres (Canale,
1983) It involves creating logical connections and smooth flow in communication, essential for English majors to produce articulate and structured spoken discourse
Strategic competence involves employing both verbal and non-verbal strategies to resolve communication breakdowns and improve overall communication effectiveness (Canale & Swain, 1980) Key techniques include paraphrasing, circumlocution, and the use of non-verbal cues For English majors, honing strategic competence is crucial for navigating communication challenges and ensuring effective interactions, especially in situations with linguistic limitations or unexpected communicative hurdles.
Figure 1.2 The theory of communicative competence (Canale & Swain, 1980)
The study investigates the potential of combining SAT and communicative approaches to enhance English major students' speaking skills at ULSAs, focusing on specific CC components
Developing communicative competence involves enhancing all its components: linguistic, sociolinguistic, discourse, and strategic competencies This process requires consistent engagement in reading, writing, speaking, and listening activities (Canale & Swain, 1980)
Language drills, vocabulary expansion, and grammar exercises enhance linguistic competence, while immersion in the target culture through exchanges and media exposure fosters sociolinguistic competence Engaging in extended conversations, storytelling, and essay writing boosts discourse competence, and practicing paraphrasing, seeking clarification, and using gestures strengthens strategic competence.
Participating in genuine communication experiences, role-playing, and interactive language exercises enables learners to simultaneously enhance their skills This holistic method ensures that learners are prepared to handle a variety of communication situations with confidence and effectiveness.
Speaking skills
Speaking skills are essential for effectively communicating information and ideas through oral expression Key components include pronunciation, fluency, accuracy, and the ability to manage interactions Enhancing these skills is vital for achieving successful communication in academic, professional, and social settings.
Several scholars have defined speaking skills from different perspectives
Speaking involves creating and conveying meaning through both verbal and non-verbal symbols across various contexts, highlighting the intricate and multifaceted nature of communication.
Nunan (2003:48): "Speaking is the productive aural/oral skill It consists of producing systematic verbal utterances to convey meaning." This definition focuses on the productive aspect of speaking
According to Cameron (2001:40), speaking is a productive skill that utilizes speech to convey meanings, allowing others to understand them This definition emphasizes the communicative purpose of spoken language.
This study utilizes Nunan's (2003) definition, emphasizing the productive aspect of speaking and the systematic use of language to convey meaning It aligns with speech acts theory, which examines the rules and conventions that dictate appropriate language use across different contexts.
The table 1.3 summarizes the key aspects of the three definitions:
Table 1.3 Distinction of speaking skills
Speaking abilities encompass the skill to effectively convey information and ideas through verbal communication According to Chaney (1998), speaking involves the use of both verbal and non-verbal symbols to create and share meaning in diverse contexts Nunan (2003) describes speaking as a constructive process, where spoken expressions are systematically generated to communicate meaning Cameron (2001) further underscores the interactive nature of speech, highlighting its role in effectively transmitting concepts to others.
Scholars have identified various components of speaking proficiency, highlighting its complexity Bachman (1990) categorizes language knowledge into grammatical, textual, functional, sociolinguistic, and strategic elements, emphasizing the importance of skills like evaluation, planning, and production Brown (2004) outlines essential elements such as fluency, correctness, comprehensibility, pronunciation, vocabulary, and negotiation Furthermore, Goh and Burns (2012) suggest that pronunciation, fluency, accuracy, and interaction management are interconnected factors that contribute to effective speaking proficiency.
This project focuses on analyzing key aspects of speech, including fluency, accuracy, and interaction management Fluency is defined as the ability to speak continuously without unnecessary pauses, while accuracy pertains to the correct use of syntax, vocabulary, and discourse elements Interaction management encompasses essential skills like negotiating meaning, turn-taking, and sustaining conversations Understanding the influence of SAT and communicative techniques on students' speaking skills and their ability to engage in meaningful interactions is crucial.
In summary, speaking skills encompass various components, including verbal proficiency, practical application, and effective communication This project aims to explore how combining SAT preparation with communication techniques can enhance students' speaking abilities in real-life situations The analysis will focus on fluency, accuracy, and interaction management to achieve this objective.
Table 1.4 Aspects of speaking skills
Different scholars have categorized speaking skills in various ways
Imitative: repeating words or phrases
Intensive: Producing short stretches of oral language
Responsive: Engaging in short conversations
Interactive: Engaging in longer exchanges
Nunan (2003) classifies speaking skills into:
Interpersonal skills: maintaining social relationships
Performance skills: giving speeches or presentations
These classifications highlight the diverse nature of speaking skills required for effective communication in various contexts
The content of types of speaking skills is summarized in the table 1.5:
Table 1.5 Types of speaking skills
The teaching of speaking skills in language education involves various approaches and methodologies to enhance students' verbal communication competence and self- assurance
Communicative Language Teaching (CLT) prioritizes interaction and practical communication, emphasizing fluency rather than grammatical accuracy This approach incorporates techniques such as role-plays, simulations, group discussions, and interviews to improve language skills, although it may sometimes neglect precise grammar.
1.4.4.2 Task-based language teaching (TBLT)
Task-Based Language Teaching (TBLT) focuses on using tasks as a central element in planning and instruction, encouraging learners to engage with language in meaningful ways through problem-solving, projects, and case studies This approach not only improves critical thinking and problem-solving skills but may also present challenges in its implementation.
ALM is a language teaching method that emphasizes repetition and drills to develop grammar and pronunciation skills but may be less efficient in fostering communication abilities
The direct method emphasizes full immersion in the target language, prioritizing oral communication and listening skills through drills, conversational exercises, and visual aids While it significantly improves spoken fluency, it may fall short in developing reading and writing skills.
The natural approach to language learning focuses on delivering comprehensible and sophisticated linguistic input, minimizing emotional barriers, and fostering organic learning through storytelling, informal conversations, and visual support Although this method is particularly beneficial for beginners and intermediate learners, it may not fully address the needs of those seeking advanced proficiency.
The effectiveness of language learning methods varies based on the learner's individual needs, skill level, and environment Communicative Language Teaching (CLT) excels in fostering communicative competence and fluency, while Task-Based Language Teaching (TBLT) promotes authentic language use The Audio-Lingual Method (ALM) supports pronunciation and grammatical proficiency, and direct methods are particularly advantageous for beginners.
The effectiveness of language learning methods varies based on the learner's needs, skill level, and environment Communicative Language Teaching (CLT) excels in fostering communicative competence and fluency, while Task-Based Language Teaching (TBLT) promotes authentic language use The Audiolingual Method (ALM) enhances pronunciation and grammatical skills, and direct methods are particularly advantageous for beginners.
Figure 1.3 Model of teaching speaking skill
Previous studies
1.5.1 Studies on speech acts in language teaching
Research on speech acts in language teaching has focused on applying pragmatic theory to enhance learners' communicative abilities John L Austin (1962) and John
R Searle (1969) laid the theoretical foundation for understanding speech acts as actions performed via utterances George Yule (1996) explored teaching speech acts in language classrooms, emphasizing the importance of context In Vietnam, Hoang Van Van (2004) examined integrating speech acts into the English curriculum at secondary schools Nguyen Thi Minh Thuyet (2010) investigated the effectiveness of role-play for teaching speech acts to university students Bach Thanh Hai (2018) explored using technology-enhanced role-playing games to teach speech acts These studies indicate that explicitly teaching speech acts through interactive methods is crucial for developing pragmatic competence
1.5.2 Studies on communicative competence development
Research on communicative competence development has built on Dell Hymes'
(1972) concept Michael Canale and Merrill Swain (1980) provided a framework of grammatical, sociolinguistic, discourse, and strategic competence Lyle F Bachman
Research has highlighted the importance of pragmatic competence in language learning, with studies in Vietnam revealing significant challenges in developing communicative competence through traditional teacher-centered methods (Doan Van Hung, 2015) Pham Thi Lan (2017) found that university students faced difficulties with culturally-based tasks in task-based learning, while Tran Thi Huong (2020) demonstrated that increased exposure to intercultural experiences enhances communicative competence Collectively, these findings emphasize the necessity for a holistic approach that integrates multiple components of language competence.
1.5.3 Studies on teaching speaking skills
Research on teaching skills has examined various approaches and methodologies H Douglas Brown (2004) highlighted key components of speaking skills Martin Bygate
(1987) emphasized the distinction between knowledge and skill in speaking David Nunan (2003) found task-based activities improved speaking abilities Christine C.M Goh and Anne Burns (2012) explored pronunciation's role in speaking proficiency
A study by Le Hong Linh (2016) in Vietnam revealed that communicative activities significantly enhance university students' speaking skills, particularly in fluency and accuracy The findings suggest that effective speaking instruction should incorporate diverse language use elements through communicative and task-based activities.
Gap research
This section provides a thorough literature review centered on Speech Act Theory and Communicative Language Teaching, highlighting their roles in enhancing speaking skills Additionally, it explores previous research conducted in comparable settings.
METHODOLOGY
Research design
The researcher implemented a mixed-method design within a quasi-experimental framework to assess the intervention's impact, effectively combining quantitative and qualitative data for a thorough evaluation Utilizing a non-equivalent control group design, the study aimed to validate findings and enhance credibility in assessing teaching interventions such as SAT and CLT However, challenges arise in integrating quantitative and qualitative data, addressing biases, and managing the time and resources required for such studies To conduct a quasi-experimental study, researchers must adhere to a systematic procedure, as depicted in Figure 2.1.
Figure 2.1 Design of quasi-experimental study
Mixed design in a quasi-experimental framework effectively combines quantitative and qualitative methods, offering a robust analysis of educational interventions While it may face challenges such as potential biases and complexities in data integration, this approach yields valuable insights that can enhance teaching practices.
Research site
ULSA, established in 1961, is a prominent institution in Vietnam dedicated to specialized programs in labor and social work It emphasizes quality education and research to promote social development, showcasing its commitment through various local and international initiatives The institution's robust infrastructure enhances effective study methodologies, ensuring a comprehensive learning experience.
Socio-Economic and Cultural Context
Vietnam's swift socio-economic growth, particularly in Ho Chi Minh City, significantly shapes students' ambitions and obstacles at ULSA The country's collectivist culture places a high value on education as a means for socio-economic advancement, yet it also introduces various challenges for students.
HCM City, the largest city in Vietnam, serves as a prime educational hub, boasting strong infrastructure and a diverse student population This vibrant and youthful demographic enables researchers to gain valuable insights into the effectiveness of educational interventions across various backgrounds and experiences.
Impact on Research Design and Implementation
The urban location of ULSA in Ho Chi Minh City facilitates easy access for participants and offers close proximity to educational resources, significantly shaping the project's design and execution Essential institutional support, such as classrooms and administrative assistance, plays a vital role in ensuring the study's success Nonetheless, it is important to account for the university's hectic academic schedules and possible external distractions to sustain participant engagement and focus.
Conducting research in Vietnam necessitates a deep understanding of cultural and ethical considerations, including the importance of obtaining informed consent and respecting local norms Researchers should be mindful of the hierarchical structure within society and educational institutions to reduce power imbalances and promote voluntary participation The University of Languages and International Studies (ULSA) in Ho Chi Minh City provides a conducive environment for enhancing English speaking skills through SAT and communication-focused methods, all while maintaining ethical integrity and cultural sensitivity to meet research objectives.
Sample and sampling procedures
This study employs a mixed-methods approach to assess the effectiveness of the Structured Academic Talk (SAT) and Communicative Language Teaching (CLT) in improving speaking skills among English majors It combines quantitative data from a questionnaire distributed to 150 students with qualitative insights gathered from in-depth interviews with 10 participants Utilizing purposive sampling, the researcher selects participants based on defined criteria, making this method ideal for evaluating the integration of SAT and CLT in enhancing speaking abilities within this specific demographic.
A study targeting English-majored students employs purposeful sampling to create a homogenous group with a shared academic focus and linguistic background, which is essential for accurately assessing the intervention's impact, according to Etikan et al (2016).
English-major students at ULSA are required to engage in both the intervention and data collection phases of the study, which guarantees uniform exposure to English language instruction and academic settings while upholding ethical standards.
Purposive sampling is a strategic approach that enables researchers to deliberately select participants with particular traits, enhancing the chances of gathering in-depth and meaningful data This method is especially beneficial in educational research, where accessing the target population through random sampling can be difficult By concentrating on English-major students from a single institution, researchers can reduce logistical issues and maintain a manageable sample size.
Purposive sampling is an effective method for assessing the effectiveness of SAT and CLT in improving speaking skills among English-majored students at a university
While the study's findings may have limitations in generalizability due to representativeness issues, we address this concern by implementing clear selection criteria and ensuring transparency The inclusion of a large sample size of 150 students enables us to capture a wide array of experiences and perspectives.
This study employs both quantitative and qualitative sampling methods to deliver a thorough understanding of the interventions' effects It also incorporates ethical considerations and mitigation strategies to uphold the reliability of the methods while respecting participants' rights.
Research instruments
This study aims to enhance the speaking skills of English-majored students at the University of Labor and Social Affairs through the implementation of SAT and communication approaches By utilizing pre-tests and post-tests, the research evaluates students' baseline speaking abilities and the improvements achieved The pre-test assesses initial speaking skills, while the post-test measures progress, with both tests designed to be equally challenging and comprehensive for accurate comparisons Detailed assessment information can be found in Appendix B.
Observations play a vital role in comprehending student behaviors and learning processes in authentic environments This quasi-experimental study significantly improves speaking skills among English majors at ULSA, offering valuable insights into real-time communication and student engagement.
The researcher employed an observation checklist to analyze classrooms, emphasizing crucial aspects of SAT and communication skills This checklist was categorized and utilized to observe the implementation of speech acts and various communication strategies within the classroom setting.
The researcher performs classroom observations and targeted speaking activities, utilizing a checklist to document key elements These observations are designed to reduce any influence on student behavior Through debriefings, the study enhances reliability by incorporating various viewpoints and reducing subjective biases, thereby improving the authenticity of the observed interactions.
The study employs a 5-point Likert scale questionnaire to evaluate the speech acts and communication strategies utilized in English instruction among ULSA students Its primary objectives are to categorize these methods, assess their influence on speaking proficiency, and gauge students' perceptions regarding these approaches The research focuses on three essential questions to guide its analysis.
This study aims to evaluate the impact of speech acts and communication approaches on students' speaking abilities in English language classrooms
The questionnaire evaluates various speech acts and strategies, such as greetings, requests, and role-playing, using a 5-point Likert scale to measure respondents' agreement It gathers demographic information and analyzes the use of direct versus indirect communication, incorporating methods like group discussions and presentations The assessment focuses on speaking skills, including fluency and accuracy, while also capturing students' perceptions of the effectiveness of these approaches Ultimately, the questionnaire offers valid and reliable data to enhance classroom communication strategies and inform language teaching practices.
This study employs semi-structured interviews with English major students at ULSA to assess the impact of the SAT and CLT on enhancing English-speaking skills By utilizing a flexible framework, the interviews encourage trust and openness among participants, featuring 15 questions organized into five distinct sections.
Source: Developed by the researcher
Data collection procedures
This study utilizes a mixed-methods approach, incorporating both quantitative and qualitative data collection techniques to evaluate the effectiveness of the SAT and CLT in English language learning for English major students at ULSA Four primary instruments—assessments, observations, questionnaires, and interviews—are meticulously designed to gather diverse insights into students' language proficiency, classroom interactions, perceptions, and overall experiences.
The initial step involves administering a standardized language proficiency assessment, known as the pre-test, to evaluate participants' overall language skills, particularly in speaking This assessment yields quantitative data that establishes a baseline for measuring the effectiveness of SAT and communication strategies on enhancing speaking abilities.
Classroom observations are essential for evaluating the implementation of SAT and CLT in English language classes The researcher meticulously observed various classes, noting the use of speech acts, student participation, and overall classroom dynamics across different proficiency levels These observations provide valuable qualitative data on the effectiveness of communication strategies in improving students' speaking skills and fostering better classroom interactions.
A structured questionnaire is administered to students to assess their perceptions and attitudes towards SAT and communication-based approaches This survey utilizes Five-point Likert scale questions to gather quantitative data on students' experiences, motivations, and preferences in language learning strategies The results offer valuable insights into students' views on the relevance, effectiveness, and motivational aspects of SAT and communication methods.
Semi-structured interviews are conducted with a diverse subset of participants to gain deeper insights into their experiences with English language learning Through purposive sampling, interviewees are selected to represent varied backgrounds and perspectives on speech acts and communication approaches in their classes Participants are encouraged to share their thoughts and experiences, which are audio-recorded and transcribed for thorough qualitative analysis Additionally, a post-test mirroring the pre-test format is administered to evaluate the effectiveness of speech acts and communication activities as part of the project intervention Test scores from the post-test are compared with pre-test scores and analyzed between two groups to assess the impact of the intervention.
The integration of various data collection methods enables a thorough evaluation of the effectiveness of the SAT and CLT in English language learning This approach offers valuable insights into students' language proficiency, classroom experiences, and perceptions The analysis of the gathered data employs suitable statistical and qualitative techniques to effectively address the project's questions and study objectives.
Data analysis procedures
This study evaluates the effectiveness of the SAT and CLT methods in English language learning through a combination of quantitative and qualitative data analysis By employing descriptive statistics, paired samples t-tests, and interviews, the research aims to monitor changes, uncover recurring themes, and strengthen the validity and reliability of the findings.
FINDINGS AND DISCUSSIONS
Findings
The demographic analysis indicates a notable gender imbalance, with 75.33% female and 24.67% male participants, which may limit the generalizability of the findings A significant majority, 85.33%, have over 10 years of English learning experience, while 14.67% have between 5 to 10 years, with no participants reporting less than five years This distribution suggests that most students possess a strong foundation in English, potentially impacting the effectiveness of the teaching methods examined Consequently, the predominance of advanced learners implies that the results may be more relevant to experienced language students rather than beginners or intermediate learners.
Figure 3.1 Gender of the Participants
The study explores classroom speech acts, revealing their role in creating a productive and respectful learning environment, with findings in Table 4.1 indicating their effectiveness
Table 3.1 Use of Speech Acts
Teachers often utilize requests to foster student participation, achieving an average effectiveness score of 4.3041 (SD=0.47139) Students perceive this method as highly effective in enhancing engagement, giving it a rating of 4.4712 (SD=0.60012) The low standard deviations suggest a strong consensus among students about the beneficial impact of requests on their involvement.
The frequency of using apologies in classroom interactions is 4.3934 (SD=0.55719)
We rate their effectiveness in maintaining a respectful environment at 4.4017 (SD 0.45028) The low standard deviation suggests a uniform perception of apologies as crucial for creating positive classroom dynamics
Compliments recognizing student efforts and achievements have a frequency score of 4.2294, indicating they are applied inconsistently However, their effectiveness in motivating students is rated at 4.3006, demonstrating a consistently positive impact on motivation despite the variability in their application.
Refusals, used to foster polite disagreement, have a frequency score of 4.2871 (SD=0.49056), indicating their regular practice Students rate their effectiveness in enhancing communication skills at 4.4773 (SD=0.52954), demonstrating strong support for their role in improving communication The consistent responses highlight a shared recognition of the significance of this speech act in developing effective communication skills.
Classrooms frequently utilize both formal and informal greetings, achieving a high frequency score of 4.3892 (SD=0.49683) Their effectiveness in fostering rapport is rated at 4.4008 (SD=0.60389), underscoring the importance of greetings in creating a positive and inclusive classroom environment essential for effective learning.
In order to support quantitative results collected from the questionnaire, the analysis of the interviews and observations provided rich insights into the use of speech acts in the classrooms
Students displayed varying effectiveness in using speech acts such as requests, apologies, compliments, refusals, and invitations Classroom observations indicated that while students excelled at polite refusals, they faced challenges with making requests Additionally, interviews highlighted that practicing the giving and receiving of compliments significantly boosted students' confidence in their speaking abilities.
Most students excel in turn-taking, active listening, and interaction during conversations, with role-playing and discussions enhancing speaking skills and confidence and demonstrating the effectiveness of interactive activities
Students showed varied adaptability in language use, particularly in scenarios involving requests, complaints, and apologies Role-plays and simulations helped improve speaking skills, providing fun and engaging practice
Role-plays and debates significantly enhance students' speaking skills, especially in fluency, coherence, and engagement These activities allow learners to practice different speech acts, thereby boosting their pragmatic competence and confidence Nonetheless, some students face challenges with making requests and achieving grammatical accuracy, indicating the need for Communicative Language Teaching (CLT) to be supplemented with targeted instruction.
The current study investigates communication approaches utilized in the classroom, focusing on the perspectives of participants Results from the questionnaire are presented in Table 3.2.
Table 3.2 Use of Communication Approaches
Table 3.2 highlights students' perceptions of various communication approaches, including role-playing, group discussions, debates, presentations, and direct methods The quantitative ratings indicate that these methods effectively enhance language skills such as fluency, confidence, critical thinking, and cultural understanding.
Role-playing activities were highly rated for their effectiveness in practicing real-life conversations, with an average score of 4.2993, and for enhancing English speaking confidence, averaging 4.2781 These engaging activities successfully replicate authentic communication scenarios, providing significant benefits to the majority of students.
Group discussions were rated highly for their effectiveness in enhancing students' communication skills (mean = 4.325, SD = 0.56139) and improving critical thinking abilities (mean = 4.4554, SD = 0.39085), demonstrating their value in fostering effective collaborative learning environments.
Debates were highly effective in improving students' ability to articulate opinions (mean=4.2993, SD=0.50828) and develop fluency and argumentation skills
(mean=4.4013, SD=0.53994) They successfully enhance students' rhetorical abilities and encourage critical thinking
The presentations received high ratings for enhancing public speaking skills (mean=4.3752, SD=0.49762) and boosting confidence in speaking English publicly (mean=4.4856, SD=0.4871) These skills are essential for fostering students' confidence and proficiency in public speaking.
Students expressed a strong preference for direct communication methods, rating them positively for fostering clear and concise speech, with an average score of 4.2005 Overall, direct methods were favored over indirect ones, which received a mean score of 4.1973, although some variation in perceived effectiveness was noted.
Students found indirect communication methods to be valuable for grasping cultural nuances (mean=4.4038, SD=0.48732) and enhancing politeness in English (mean=4.2748, SD=0.40359) These techniques effectively taught students how to navigate the subtleties of language and cultural expectations, yielding consistent benefits for the majority of learners.
Qualitative data from interviews and observations was used to enhance understanding of how different communication approaches are integrated into classroom practices, complementing quantitative findings
Researchers emphasized that role-playing is an effective technique for practicing real-life communication scenarios, enabling students to apply their language skills in meaningful contexts However, the success of this method is influenced by the complexity of the scenarios and the level of engagement among peers.
Discussions
3.2.1 Discussions of use of speech acts
The study demonstrated a varied application of speech acts, consistent with the theories of Austin (1962) and Searle (1969) Students successfully employed both direct and indirect speech forms, enhancing their skills in managing social interactions This finding aligns with the research of Kasper and Rose (2002) on interlanguage pragmatics, as well as the work of Bardovi-Harlig and Dürnyei.
(1998) assertion of pragmatic competence's importance in language proficiency
3.2.2 Discussion of use of communication approaches
The study highlights several Communicative Language Teaching (CLT) approaches, such as role-playing, group discussions, debates, and presentations, which align with Savignon's (2002) CLT model and Larsen-Freeman's (2000) focus on varied activities The effectiveness of these methods reinforces previous research by Littlewood (1981), Nunan (1989), and Horwitz (2001), demonstrating the advantages of communication-based activities in language learning.
3.2.3 Discussion of impacts on speaking skills
Test results indicated notable enhancements in speaking skills, especially in fluency and coherence, supporting the findings of Richards (2006) and Nation and Newton (2009) Additionally, qualitative data highlighted improvements in confidence and communication skills, consistent with Brown and Yule's (1983) research However, students also faced challenges that reflect Thornbury's (2005) insights on the obstacles in second language speaking, underscoring the necessity for effective scaffolding.
Students recognize the significance of speech acts and Communicative Language Teaching (CLT), echoing Dürnyei's (2005) insights on learner motivation and Widdowson's (1978) focus on meaningful communication Recommendations for enhancement include more explicit instruction on speech act nuances, increased multimedia usage, and structured feedback, in line with Harmer's (2007) suggestions The preference for greater pragmatic instruction aligns with Cohen's (2008) findings, while the emphasis on self-assessment reflects Benson's (2001) advocacy for learner autonomy.
Types of speech acts observed
A recent study conducted at the University of Labor Social Affairs highlighted the variety of speech acts present in English language classrooms Students notably engaged in making requests, with an average frequency of 4.3041 and a standard deviation of 0.47139 Additionally, these requests were perceived as highly effective, achieving a mean effectiveness score of 4.4712.
Apologies played a significant role in fostering a positive classroom atmosphere, with a mean frequency of 4.3934 and an effectiveness rating of 4.4017 Although less frequent, compliments also contributed to motivation among students, achieving a mean effectiveness of 4.3006 despite a lower frequency of 4.2294.
Despite being less common (mean frequency = 4.2871, SD = 0.49056), refusals significantly improved communication skills (mean effectiveness = 4.4773, SD 0.52954)
Greetings were consistently used (mean frequency = 4.3892, SD = 0.49683) and proved effective in fostering rapport (mean = 4.4008, SD = 0.60389) Additionally, speech acts such as suggestions, invitations, and expressions of gratitude were noted Advanced students showed a heightened use of indirect speech acts, reflecting their developing pragmatic competence.
The study highlighted diverse communication approaches in English language classrooms
Role-playing activities were highly effective (mean agreement = 4.2993, SD 0.53048) in simulating real-life conversations Group discussions enhanced idea articulation (mean agreement = 4.325, SD = 0.56139) and critical thinking (mean 4.4554, SD = 0.39085)
Debates improved opinion expression (mean = 4.2993, SD = 0.50828) and argumentation skills (mean = 4.4013, SD = 0.53994) Presentations boosted public speaking abilities (mean = 4.3752, SD = 0.49762) and confidence (mean = 4.4856,
We valued both direct and indirect communication strategies, with indirect approaches particularly valued for illuminating cultural nuances (mean = 4.4038, SD
Impacts on students' speaking skills
The implementation of speech acts and communication approaches significantly impacted students' speaking skills
Fluency improved markedly (mean agreement = 4.3072, SD = 0.58409), with students reporting smoother speech production
The use of polite speech forms significantly enhanced communication accuracy, achieving a mean score of 4.2315 with a standard deviation of 0.49252 Additionally, overall communication competence improved markedly, reflected in a mean score of 4.5102 and a standard deviation of 0.61108, leading students to feel more confident in navigating various communicative situations.
Competency significantly increased, enhancing students' ability to adjust language use according to social context
Additionally, we observed a surge in confidence and motivation, fostering an increased willingness to engage in English conversations
The study's findings hold important theoretical implications for language acquisition and English as a Foreign Language (EFL) pedagogy, reinforcing Austin's and Searle's speech act theories The results indicate that explicitly teaching speech acts significantly improves learners' communicative competence.
This research builds on Hymes' (1972) concept of communicative competence by demonstrating that the integration of speech acts enhances sociolinguistic, strategic, and discourse competencies It supports Krashen's (1982) input hypothesis and Swain's (1985) output hypothesis, emphasizing the significance of both comprehensible input and opportunities for meaningful output in language learning.
This study enhances the discussion on explicit instruction in pragmatic development, opposing solely naturalistic methods It supports Lantolf and Thorne's (2006) sociocultural theory by illustrating how organized communicative activities foster scaffolded learning opportunities.
The research supports Dửrnyei's (2005) motivation theory by connecting the development of pragmatic competence with intrinsic motivation Additionally, it enhances interlanguage pragmatics theory (Kasper & Rose, 2002) by proposing a developmental sequence in the acquisition of pragmatic competence.
The study's findings have significant pedagogical implications for EFL instruction It advocates the explicit teaching of speech acts within the curriculum, necessitating a shift in syllabus design
The success of communicative approaches calls for more interactive, student- centered learning environments We recommend a balanced approach that addresses both fluency and accuracy
The research highlights the importance of utilizing technology to improve communicative language teaching It emphasizes the need to reassess assessment methods by including pragmatic appropriateness alongside linguistic accuracy Establishing a supportive and low-anxiety classroom atmosphere is essential for effective learning Additionally, an integrated approach to developing language skills is recommended for optimal results.
Lastly, ongoing professional development for educators in pragmatic instruction and communicative language teaching methodologies is essential
Practical implications for language teaching
To enhance lesson plans, it is essential to integrate a clear emphasis on speech acts through structured activities that transition from direct instruction to open-ended practice Additionally, diversifying communicative activities—such as incorporating debates and problem-solving tasks—plays a vital role in fostering effective communication skills.
For effective error correction, we suggest a balanced method that focuses on both linguistic precision and pragmatic suitability Utilizing technology like voice recording applications and virtual reality simulations can significantly improve speaking practice.