English Conversational Skills of Grade 11 Students as Predictors of Their Performance in Oral Communication
DOI:
https://doi.org/10.14456/bej.2023.11Keywords:
conversational skills, oral communication, predictorsAbstract
Conversation is embedded in speaking activities and performance tasks in any subject area. However, students struggle to engage in conversations, especially if the English language is used as the medium of instruction, affecting their performances. This study examined the Grade 11 students' conversational skills in terms of attentiveness, composure, coordination, expressiveness, and grammar as predictors of their performance in oral communication. A quantitative descriptive correlational design was used. Twenty-seven Grade 11 students were chosen via the purposeful sampling method. In data collection, the researcher video-recorded a conversation between each student and the researcher. The conversations were assessed by the researcher and interrater using the Conversational Skills Rating Scale. The semester grade of the students’ oral communication performance was also taken and analyzed through descriptive statistics. A regression analysis was done to determine if the participants’ conversational skills predicted their performance in oral communication. Data reveal that participants’ conversational skills were generally good which implies that students have sufficient conversational skills but still need to be developed. Moreover, participants’ conversational skills significantly influence their oral communication performance and among the five skills, expressiveness stands out as having a significant influence on their performance in oral communication. It is recommended that teachers implement engaging speaking activities in the teaching of oral communication.
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