International Journal of English Language Teaching (IJELT)

EA Journals


Oracy Skills Instruction: Evaluating, Adapting and Creating Listening and Speaking Activities (Published)

The objective of this paper is to evaluate, modify and formulate activities related to the development of ‘oracy’ skills in the English as a Foreign Language (EFL) classroom. In this context, ‘oracy’, as defined by Sifakis (2004/2018), specifically encompasses the skills of listening and speaking. Spoken discourse is differentiated from written in that it requires real-time interaction, presenting a notable challenge for the learners. (McDonough et. al., 2013). It is apparent that oracy skills play a crucial role in the overall development of students’ language proficiency as they emphasize their ability to engage effectively in real-life communication situations. In the course of evaluating materials, the paper will utilize relevant literature and employ sets of criteria, tailored to the communicative requirements of spoken interaction. Subsequently, adjustments to existing activities and the creation of original ones will be proposed in line with the theoretical framework. To facilitate this process, the paper will draw on materials deriving from two teaching textbooks and examine two distinct teaching contexts, each aligned with one of the aforementioned language skills; listening and speaking.

Keywords: English Language, Foreign Language, Listening, Speaking, oracy skills

Evaluating Listening and Speaking Activities (Published)

This paper comprises two merged assignments that reflect upon teaching practices and methods regarding the skills of listening and speaking. In the first comprehensive analysis, the focus is on a listening input designed for young learners in a language education context. The assignment focuses on the listening skill, and it provides a comprehensive overview of the teaching context, the listening input, and related activities, offering insights into the effectiveness of the instructional approach and proposing enhancements for a more engaging and inclusive learning experience. Also, the listening input and the listening activities are evaluated based on certain criteria as well as the students’ level of proficiency. The second assignment aims to critically evaluate a coursebook’s speaking activities and design a new lesson focused on specific criteria for developing the speaking skill. The evaluation scrutinizes the coursebook’s communicative competence, linguistic, strategic, semantic, and sociolinguistic aspects, examining activities based on Nation’s features and Johnson’s principles. Furthermore, it delves into the design and detailed evaluation of a lesson plan, encompassing pre, while, and post-stages, developed to enhance students’ speaking skills. Overall, both assignments underscore the significance of considering diverse criteria in the design of speaking and listening activities and the continuous refinement of instructional approaches.

Keywords: EFL, Evaluation, Foreign Language, Language, Listening, Speaking

To What Extent Are Listening and Speaking Tasks Through Textbooks Aligned with the Communicative Approach? (Published)

The purpose of this article is to highlight the importance of listening and speaking skills, while most textbooks focus on practising reading and writing skills more. As a result, listening or speaking are met mainly at the end of every lesson as simple objectives and rarely are they considered as the main focus of the lesson. However, given the proper guidance, the teachers can intervene in the textbook tasks and modify them in order to satisfy their students’ communicative needs. Thus, this paper includes descriptions of teaching situations, description and evaluation of listening and speaking input based on textbooks, as well as well as a modification of some listening and speaking activities, so as to fulfill students’ needs. Moreover, a suggested speaking lesson plan is provided which meets most communicative criteria and can involve students in a real, purposeful interaction. Therefore, every student, even the weaker ones, are given the chance to develop their communicative competence, which is what English as a foreign language aims at.

Keywords: Listening, speaking tasks, textbooks communicative approach

News Presentation in Class as an Activity to Teach Integrated Skills in EFL in Africa (Published)

To make their learners achieve good competency in second or foreign language, teachers need to be careful in the choice of techniques, approaches and activities they use. Unfortunately, many teachers and course books separate the four macro skills in their teaching approach. The language which should be seen as a whole is taught in a segregated way, i. e. with whole lessons / sessions on listening, speaking, reading or writing skills. Language, whose prime objective is communication, is thus compartmentalised and leads to poor users. A good reader, listener or writer of a language is not necessarily a competent user of it in real communication situations. This paper proposes the presentation of news in class as an activity to integrate the four macro skills in teaching English as a Foreign Language. It is an exercise which involves the active participation of the whole class, considerably reduces the teacher talking time while increasing that of the learners.

Keywords: Integrated Skills, Listening, News, Participation, Reading, Speaking, writing


This paper focuses on the improvement of Oral Communication Skills (OCSs) of Pakistan’s Public school’s Grade-6 students who have a lack of opportunities and are seldom exposed to the English language generally and OCSs particularly. Since more importance is given to reading and writing skills of English in which results overlook the importance of OCSs and due to which students are found to be silent, shy or have a profound fear of being wrong. It further highlights self developed strategies of students in improving accuracy and fluency in which the National Curriculum for English Language (NCEL) was taken as a guiding tool and action planner through which systematic lessons were delivered in classrooms. Findings of Pre and post intervention phases of four participants revealed that children’s OCSs had shown a marked improvement by giving opportunities to practice oral languages, providing conducive learning environment and using new teaching strategies. This study also claims that code switching, Peer and self error correction, short pauses and speech fillers are inevitable to improve speaking skills in the process of second language learning. It shows new ways in order to improve students’ speaking skills and has implications for second language learners and teachers.

Keywords: English as a foreign and second Language, Improving, Listening, National Curriculum for English Language and action research, Oral communication skills, Speaking

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