ABSTRACT
This study aims to identify effective strategies for teaching oral communication skills to senior high school students in private schools in Bislig City. Specifically, it addresses the predominant strategies employed, their effectiveness, unsuitable approaches, and the necessary support from school administrations. Utilizing a meta-synthesis methodology, this qualitative study systematically reviewed and integrated findings from existing literature and conducted in-depth interviews with teachers using a purposive sampling design.
The study found that effective strategies include collaborative, technology-aided, task-based, simulation-based, and bilingual approaches, with differentiated instruction noted as particularly effective. Ineffective strategies were identified as excessive drills, teacher-centered approaches, and online classes. Teachers reported benefiting from training, facilities, and mentoring, yet highlighted the need for better information dissemination on effective strategies.
The research concludes that student-centered approaches are most effective, while teacher-centered methods are ineffective. Recommendations include implementing the study’s findings and developing a dissemination tool for effective strategies to enhance oral communication skills instruction. Future research should expand to include public schools and explore quantitative modeling approaches.
Keywords: oral communication, teaching strategies, senior high school, private schools, Bislig City, meta-synthesis
INTRODUCTION
Effective oral communication skills are crucial for senior high school students, impacting their academic success and future career opportunities. Despite their importance, many students in Bislig City struggle with oral communication, highlighting a need for improved instructional strategies. This study seeks to identify and evaluate effective teaching strategies for enhancing these skills in private schools within the Bislig City Division. By addressing the predominant strategies employed, their effectiveness, and the support required from school administrations, this research aims to propose a comprehensive intervention program to enhance oral communication instruction. The findings will contribute to better educational practices and improved linguistic abilities among senior high school students in the region.
Review of Literature and Studies
The importance of English cannot be denied, as it is the most common language spoken globally and holds a significant role in sectors such as medicine, engineering, business, and education (Choi, 2021). English proficiency is prioritized in many countries for individual and national development, particularly in Asian countries, where it acts as a gatekeeper for career and welfare opportunities (Zeng & Yang, 2022). English language education focuses on five sub-strands—reading, writing, listening, speaking, and viewing—with oral language being essential for literacy learning and student well-being (Denard & Budao, 2020). Oral communication, involving speech, presentation, discussion, and interpersonal communication, is crucial, with body language and voice tone playing significant roles (Al-Abdallat & Omari, 2019; Alias & Osman, 2015). Oral communication skills are vital for scientists and necessary for 21st-century skills, including public speaking and teamwork (Sharma & Mishra, 2023; Gabuardi, 2021; Robles, 2012). In the Philippines, developing speaking skills is essential for high school students as part of the K to 12 Basic Education Program (Heron et al., 2023).
Various strategies enhance oral proficiency, such as accuracy-oriented strategies, social affective strategies, and task-based didactic activities, with studies highlighting the benefits of Whole Brain Teaching (WBT) and active listening (Sánchez & Lozada, 2023; Policarpio, 2023; Tiwari, 2020). Non-verbal cues and nomination strategies are also crucial in oral communication (Burgoon et al., 2021; Shutak & Navchuk, 2022). Restrictions, turn-taking, and cultural factors influence communication, with the role of teaching speaking often undervalued (Lee et al., 2015; Rahman, 2010; Al-Abdallat & Omari, 2019). Factors affecting oral communication include learner-related, teacher-peers-family-related, and sociocultural factors (Ismail et al., 2018). Studies highlight mismatches between national curricula and classroom realities, cognitive and affective factors, and the impact of classroom atmosphere and educational policy on learners' oral skills (Burns, 2016; Yanagi & Baker, 2016; Zhou, 2015).
Interdisciplinary perspectives emphasize the integration of technology, task-based learning, and the influence of first language exposure on second language use (Kim & Pollard, 2016; Wong & Nunan, 2015; Grøver et al., 2018). Effective communication strategies, intercultural competence, and the application of contemporary metasynthesis methods are crucial for enhancing oral communication teaching (Byram, 2018; Finfgeld-Connett, 2017). Overall, a combination of innovative teaching methodologies and an understanding of various influencing factors is essential for improving ESL oral communication skills in diverse educational contexts.
Framework
This meta-synthesis qualitative study is anchored on Communicative Language Teaching (CLT), Stephen Krashen's Input Hypothesis, and Michael Long's Interaction Hypothesis. Communicative Language Teaching (CLT) serves as the core of this framework, emphasizing authentic language use and meaningful interactions that mirror real-world communication. Krashen's Input Hypothesis complements this by advocating for comprehensible input—language slightly beyond the learner's current level that remains understandable, thereby fostering engaging oral encounters. Long's Interaction Hypothesis enriches the framework by highlighting the importance of negotiation in language development, where interactive tasks like role-plays and group discussions facilitate mutual understanding and refine communicative skills.
Together, these theories support a robust approach to teaching oral communication, focusing on designing tasks that provide comprehensible input and opportunities for negotiation using authentic materials and learner-centered activities.
In the context of Bislig City’s private schools, this framework is tailored to the unique linguistic, cultural, and educational environment. The meta-synthesis aims to bridge theoretical insights with practical interventions, addressing local challenges and strengths to enhance oral communication teaching.
The framework guides the thematic analysis approach, involving phases of data familiarization, initial code generation, theme searching, theme reviewing, defining and naming themes, producing the report, and expressing the synthesis. This structured process underscores the importance of authentic communication, comprehensible input, negotiation of meaning, and learner-centered approaches in creating effective oral communication strategies.
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