ENHANCING LANGUAGE LEARNING THROUGH ORACY: DEVELOPING SPEAKING, LISTENING, AND COLLABORATIVE COMMUNICATION SKILLS IN THE ELT CLASSROOM
https://doi.org/10.59982/18294359-25.2-el-12
Abstract
The article explores the concept of oracy and its relevance to English Language Teaching (ELT). The aim is to teach students to develop their ability to express their thoughts clearly, listen to others while assisting them and offer opportunities to engage in meaningful interactions of spoken language. Oracy is made up of two parallel dimensions, learning to talk, where the emphasis is on how effectively and meaningfully you communicate, and learning through talk, which builds understanding, insight or shared knowledge. There are four key dimensions, such as physical, cognitive, linguistic and social-emotional, that are vital to developing communication expertise. The article presents the results of a mixed-method classroom-based study in the European University of Armenia. The observations were gathered using observation checklists, peer assessment, student reflection journals and pre and post intervention assessments. Quantitative and qualitative data make it possible to state that all four strands of oracy are steadily improved, and learners become more confident, engaged and willing to contribute their own meaning to meaning-making. The results indicate that the inclusion of structured oracy tasks, including exploratory talk, Think-Pair-Share and guided discussions, in the ELT teaching can substantially improve language proficiency as well as interpersonal competence. Therefore, if oracy was embedded into the daily routines of all of the classes, the teachers would empower their students to express opinions and ideas, negotiate meaning and improve interpersonal skills.
Keywords: Oracy, ELT, speaking skills, listening skills, collaborative learning, classroom communication.
PAGES :120-127