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
