ABSTRACT
This study found that learners experienced initial feelings of nervousness, development of encouragement and confidence, and enjoyment of activities in performing tasks in Oral Communication. Meanwhile, teachers’ experiences included observing learners’ nervousness and lack of confidence, recognizing the subject as useful and helpful, addressing the diverse needs of learners, and encountering difficulties due to limited resources. Learners’ challenges included difficulty with memorization, uncertainty in pronunciation and grammar, difficulty in organizing thoughts while speaking, and the fear of being judged by others. Teachers’ challenges included learners’ difficulty in organizing ideas effectively, the time-consuming nature of the tasks, and the presence of learners who lack confidence. Learners managed challenges through engaging in consistent practice, following prior suggestions and feedback, rehearsing before the actual performance, and collaborating with others. Teachers coped with challenges through encouraging collaboration, providing clear guidelines and examples, and applying differentiated instruction and contextualized learning strategies.
Keywords: Experiences, Performance Tasks, Oral Communication, Intervention Program
INTRODUCTION
Performance tasks in oral communication classes are vital for developing effective speaking and interpersonal skills, which are essential in both academic and professional settings. These tasks often require learners to present information clearly and confidently, thereby enhancing their communication abilities while preparing them for real-world scenarios where such skills are indispensable. Employers increasingly value candidates who can articulate thoughts and ideas effectively, making oral communication a crucial component of education.
In oral communication classes, learners engage in activities such as presentations, debates, and group discussions that promote mastery of public speaking. These activities are designed to help students overcome common anxieties associated with speaking in front of an audience, fostering a supportive environment for skill development (Williamson, 2021). Performance tasks provide practical opportunities to strengthen speaking and listening skills. Engaging in activities such as debates and presentations allows learners to practice articulating their thoughts clearly and effectively, which is essential for academic success and future career opportunities. Research shows that task-based strategies significantly improve oral communication skills, particularly in high school settings. For instance, participation in public speaking activities has been shown to enhance learners’ communication skills and boost their confidence, which are critical for self-esteem and effectiveness in various contexts (Oratory CDC, 2023).
Moreover, performance tasks often involve interactive elements that encourage active participation among learners. This engagement not only makes learning more enjoyable but also helps students retain information more effectively. When learners are actively involved in the learning process, they are more likely to develop a deeper understanding of the material and improve their communication abilities. Research indicates that interactive learning strategies significantly enhance learner engagement, leading to better comprehension of course content and increased motivation to learn (Stanford University, 2025).
Although performance tasks in Oral Communication have been recognized as effective in enhancing learners’ confidence, fluency, and communicative competence, most existing studies have focused primarily on student outcomes. Limited attention has been given to the teachers’ experiences and challenges in facilitating these tasks, particularly in contexts where large class sizes, limited resources, and time constraints affect instruction.
Likewise, few studies have examined how both learners and teachers cope with the difficulties encountered during performance tasks, or how their perspectives can inform the design of practical interventions. Furthermore, there is a lack of context-specific research within the Philippine Senior High School curriculum, especially in districts such as Janiuay I and II, where local realities may significantly influence the effectiveness of oral communication instruction. This gap underscores the need for a comprehensive study that integrates the voices of both learners and teachers and uses their lived experiences as the basis for developing an intervention program.
This study focused on the experiences of both learners and teachers in implementing performance tasks in oral communication classes. It sought to uncover their perspectives, challenges, and insights regarding these tasks. Furthermore, the findings served as the basis for designing an intervention program that offered solutions and strategies to be utilized during performance tasks, both inside and outside the classroom.
This study sought to explore the experiences of English teachers who used digital storytelling in teaching 21st Century Literature. By examining the benefits, challenges, and impact of this method, the research aimed to contribute to a better understanding of how digital storytelling could be effectively implemented in literature classrooms.
It also aimed to identify strategies for overcoming the obstacles teachers faced, offering insights that may intend to help others in the field incorporate digital storytelling into their teaching practices. Furthermore, the study may provide valuable guidance for educators seeking to adopt digital storytelling as a teaching tool, enhancing both the delivery of literature content and the students’ overall learning experience.
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