Assessment of Five Macro Skills in Oral Communication Subject among Grade 11

Humanities and Social Sciences (HUMSS) Students in

Colegio De Los Ba󠅖nos (S.Y 2023-2024)

Paula Marie Ocampo

May Ailynn S. Menia

Ian Joshua Agustin

BSES-English – 3rd Year

 CHAPTER I

Introduction

One topic where students struggle to connect the material to real-world situations is

English. For many students, this is a topic where they merely memorize concepts and formulas

without actually comprehending its applicability. If one has strong oral communication skills, it

will be simple to convey opinions, create arguments, provide clarifications, communicate

information, and leave an effect on others in a global setting. And as a result, English oral

communication is the subject that is taught the most frequently across all academic levels. In

order to succeed in their personal life, future careers, social contacts, and political endeavours,

students must speak clearly (Rafeka et. al, 2018).

In some societies, a person's capacity to understand English is somehow related to how

intelligent they are. A student is considered smarter and placed above the rest of the class when

he has a stronger command of the language.

According to Singh (2018), oral communication, as many people understand it, is the

spoken exchange between two or more people. The interchange of words and ideas is

complicated because it involves several different steps. Knowing what to say and how to say it is

necessary. It consists of a number of components that, when combined, will determine whether

the encounter is successful or unsuccessful. Other skills necessary for effective communication

include eye contact, body language, style, audience awareness, audience adaptation, active and

reflexive listening, politeness, precision, and conciseness. So not everyone learned the language,

and not everyone can communicate well (Tuan, N.H. & T.N. Mai, 2019).
 Given that students who know a language are typically considered to as speakers of that

language, macro-skills in oral communication seem to be the most crucial talent (Murphy, 2021).

English classes work to improve students' proficiency with the language in this context so they

can communicate more effectively and accurately. Although it takes several years of study, some

children still struggle to use the English language accurately and fluently, despite the efforts of

schools and teachers.

The decline in students’ proficiency with the five macro-skills in English has grown

widespread, more so at secondary level than in tertiary level. In fact, the results of the Bureau of

Educational Assessment (BEA)'s national exams, administered by the Department of Education,

had demonstrated the students' degeneration of English. The English score on the most recent

National Achievement Test, specifically for high school students in the Division of Davao del

Sur, is lower than it was the year before. From 53% in 2015 to 46% in 2016, there was a 7%

decline. Even so, students weren't at the necessary level of mastery. This in some way illustrates

high school students’ skill in English, where oral communication is essential (De Vera, 2019).

It is believed that students' capacity to communicate their ideas in class has an impact on

their engagement. As a result, a student's capacity to participate in class activities and discussions

has something to do with how engaged they are in the learning process. Participation and

engagement to some extent reflect how much attention is paid to the lessons, how students feel

about school, and how they see their own learning. The problem that English teachers typically

run into in the classroom is the students' incapacity to communicate their ideas in English. As a

result, it hinders their participation in class discussions and may cause them to lose interest in the

subject.
Background of the Study

Achieving a respectable English proficiency across the five macro skills, expanding work

opportunities, enhancing ensuing professional competence, and improving personal effectiveness

all depend on having effective oral communication abilities. To communicate is the main

objective of language learning. The growth of literacy and the advancement of knowledge

depend heavily on oral communication abilities. It serves as the link between all of a language's

parts. Students use conversation to convey information as well as to explore and comprehend

ideas and concepts, identify difficulties, organize experience and knowledge, and express and

clarify their thoughts, feelings, and views. Even in the business world, having effective oral

communication skills is essential because giving annual reports to meetings depends on listening

and relaying information. The researchers made the decision to carry out this study after

noticing that some of the grade 11-HUMSS students were struggling to speak English fluently.

As a result, when required to speak English in front of a large audience, pupils struggle to

completely explain their ideas. "Maintaining high standards of English is critically important for

the country's economy and future development," claims Weichen Wang (2019).

When teachers encourage students to learn how to study rather than just memorize facts,

the five macro skills in oral communication competency will only get better (Yeung, 2019).

Despite the fact that mastering the English language is required in the first two years at local

universities, the majority of Filipino students find it difficult to communicate in English. It's

because language instruction lacks practical skills and is more bookish. Some Filipino pupils

may comprehend the meaning of each word in a sentence but struggle to comprehend or grasp

the statement's primary idea. The majority of graduates, according to the companies, are not even
capable of performing basic jobs like drafting emails in English or responding to them, much less

handling client discussions.

The Philippines needs to step up its efforts to improve English teaching and learning in

order to develop it as a crucial skill of the workforce, according to an article published by

Business Mirror Editorial in 2018. The article claims that the advantage enjoyed by Filipinos

who are proficient in using the English language is being eroded by growing competition from

other Asian countries. The Department of Education (2019) reports that 10 out of 30 barangays

in CALABARZON do not have proficient English speakers. Lack of high-quality instruction and

resources for various programs and activities that could aid students in improving their English-

speaking abilities is the cause of the country's low proficiency rate in the English (Roa, 2020).

In this study, the researchers aim to know the Assessment of Five Macro Skills in Oral

Communication Subject among Grade 11 Humanities and Social Sciences (HUMSS) Students in

Colegio De Los Baños who are enrolled during the academic year 2023 - 2024. The researchers

also aim to find and create ways on how to maintain and nourish the five-macro skills in oral

communication of students by gathering data and procedure.

Theoretical Framework

Figure 1. Theoretical Framework

The Communicative Competence Theory by Dell Hymes and the Theory of Fluency and

Accuracy by Eskey will be useful in forming the theoretical foundation for evaluating the five

macro skills in oral communication among Grade 11 Humanities and Social Sciences (HUMSS)

students. According to Dell Hymes' theory, language proficiency encompasses knowledge of

sociolinguistics and pragmatics, which are essential for productive communication in a variety of

social contexts, in addition to grammar (listening and speaking) and vocabulary (reading,

writing, and watching). In the humanities and social sciences, where nuanced communication is

crucial, this viewpoint is especially helpful. On the other hand, Eskey's theory places emphasis

on the fine line between accuracy and fluidity in oral communication. It emphasizes the value of

applying the five macro skills.

Conceptual Framework

INPUT PROCESS OUTPUT

1. Demographic Profile 1. Survey Questionnaire Assessment of

significant difference
1.1 Age 2. Data Gathering between level of
Procedure proficiency of macro-
1.2 Gender
3. Statistical treatment skills in oral
2. Level of proficiency of communication when
five macro-skills in oral 3.1 Frequency and grouped to their
communication Percentage demographic profile
3. Factors affecting the level 3.2 Mean
of proficiency of macro-
3.3 Standard deviation
skills in oral communication
3.4 ANOVA
Figure 2. Conceptual Framework

The conceptual framework for this research study comprises three main components:

inputs, processes, and outputs.

The inputs consist of demographic factors, including age and gender, alongside the

proficiency levels of five key macro-skills in oral communication. Additionally, the framework

acknowledges the presence of factors that may influence these communication skills.

Moving on to the processes, the research will employ a survey questionnaire as its

primary data collection tool. This will be administered as part of a structured data gathering

procedure to collect information from the selected participants. To derive meaningful insights,

various statistical treatments will be applied, including frequency and percentage analysis to

understand response distribution, calculating the mean to gauge the average proficiency levels,

assessing the spread of data via standard deviation, and employing one-way ANOVA to identify

significant differences between groups.

 The ultimate output sought in this study is the assessment of significant differences in

oral communication skills proficiency when categorized by demographic profiles. Specifically,

the research aims to determine whether age and gender play a significant role in influencing the

level of proficiency in macro-skills of oral communication. This conceptual framework serves as

a structured roadmap for the research process, guiding data collection, analysis, and the ultimate

interpretation of findings regarding the differences between demographic factors and oral

communication skills.

Statement of the Problem

This study aims to assess the Five Macro Skills in Oral Communication Subject among

Grade 11 Humanities and Social Sciences (HUMSS) Students.

Specifically, the research will answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Gender

2. What is the level of proficiency of macro-skills in oral communication in terms of:

2.1 Speaking

2.2 Listening

2.3 Reading

2.4 Writing

2.5 Viewing
 3. What are the factors affecting the level of proficiency of macro-skills in oral

communication in terms of:

2.1 Speaking

2.2 Listening

2.3 Reading

2.4 Writing

2.5 Viewing

4. Is there a significant difference between level of proficiency of macro-skills in oral

communication when grouped to their demographic profile?

Hypothesis

The hypothesis stating “There is no significant difference between level of proficiency of

macro-skills in oral communication when grouped to their demographic profile” will be tested

at .05 p-value.
Significant of the Study

The study is significant since it was beneficial to the following:

To students who are still on the process of developing and improving their English

macro skills and are willing to learn ways of how they can improve their level of proficiency in

using the oral communication subject. It provides learning that can be very beneficial for their

academic performances. This study serves as a guide for them to develop their English macro-

skills.

To professors who will guide the students in enhancing their English macro skills. Thus,

making sure that their teachings are effective. To determine what is should be done to further

develop the students’ English macro skills.

To school administrators who will make sure to provide the facilities and materials that

are essential for the improvement of the students’ English macro skills. Also, to nurture their

students by facilitating various events that could help students.

To parents who are constantly supporting their children in their academic pursuits, and

are always motivating their children to excel in their studies.

To the Department of Education. This research serves as a fundament of knowing the

level of proficiency fie macro-skills of students. Also, to find and construct ways that could

maintain or enhance the students’ English macro skills.

To other researchers. The result of this research provide information and will be utilized for

your search of knowledge.

Scopes and Limitations

The study focused on the effectiveness of Macro skill of Senior High School students,

Grade 11 students of Colegio de Los Baños in their Oral Communication subject, who belongs to

the strand of Humanities and Social and Sciences (HUMSS). It did not include other grade levels

as this research is specifically focused to Senior High School students.

Definition of Terms
The following terms are conceptually defined in order to establish a common basis of

understanding and interaction of idea:

Administrators. This term does not only refer to the faculty and staff of the Colegio de Los

Baños who facilitates and manages the school it also includes the major academic administration

in the government that might benefit from this study.

HUMSS. Humanities and Social Sciences. This refers to the strand that the grade 11 students to

be studied are under.

Institution. This term refers to the Colegio de Los Baños where the researchers will conduct

their study.

Macro Skills. An ability that has been acquired through constant training and usage. The skills

referred to in this study is the proficiency of the students in using the five-macro skills in oral

communication in day to day interactions like communicating and the likes. These are listening,

speaking, reading, writing and viewing.

Oral Communication. This is one of the subjects of Senior High School Students on which the

researchers will focus into.

Professors/Teachers. This term refers to the teachers and staff that happens to be members of

the faculty of the Colegio de Los Baños. The said teachers are the ones who keeps the five macro

skills in English usage proficiency of the learners.

Students. This term refers to all Grade 11 HUMSS learners of the Colegio de Los Baños. The

said HUMSS students are going to be the participant of the research

 CHAPTER II

Review of related Literature

This chapter presents the related literatures completed by various authors which shed

light to the understanding of the study. Data and information were obtained from books, journals,

periodicals, magazines, unpublished theses and online sources.

On the Phenomenon of Oral Communication

Oral communication is a unique and learned rhetorical skill that requires understanding

what to say and how to say it. Speech in more formal environments does not come naturally.

What should be learned is how to critically think about how to present oneself as a speaker in all

occasions and also how to function in a variety of speaking environments (Palu, 2018).

Oral communication skill is a highly sought skill compared to writing and reading. It is

because learning to speak is an important goal itself. It equips students with a set of skills they

can use for the rest of their lives. Oral communication is the mode of communication most often

used to express opinions, make argument, offer explanations, transmit information, and make

impressions upon others (Asubiojo et al., 2019).

An adequate vocabulary and mastery of syntax are needed to speak in another language.

However, linguistic competence is not sufficient for someone who wants to communicate

competently in another language. The speaker needs communicative competence which includes

not only linguistic competence but also a range of other sociolinguistic and conversational skills
which help him/ her know how to say what to whom and when. In the use of second language

students need communicative competence to participate in and learn from their classroom

experience (McDonough and Shaw, 2020).

The use of English as a second language or foreign language (EFL) in oral

communication is, without a doubt, one of the most common but highly complex activities

necessary to be considered when teaching the English language because we live in a time where

the ability to speak English fluently has become a must, especially those who want to advance in

certain fields of human endeavor (Al-Hebaish, 2019).

Students need to speak well in their personal lives, future workplaces, social interactions,

and political endeavors. Soon they will become professionals and workers and they will have

meetings to attend, presentations to make, discussions and arguments to participate in, and

groups to work with. If basic instruction and opportunities to practice speaking are available,

students would be able to position themselves to accomplish a wide range of goals and be useful

members of their communities (Paltridge, 2021).

Companies and industries are looking for individuals who have a high oral

communication skills and are considered orally proficient. It has become imperative for

graduates to be proficient in oral communication skills so that they can function effectively in the

academic and professional setting. It is because oral communication covers a wide area, ranging

from formal presentations to participation in meetings. Oral communication skills classes and

subjects are included in elementary, secondary and tertiary levels (Littlewood, 2018).

Oral communication is a dynamic interactive process that involves the effective

transmission of facts, ideas, thoughts, feelings and values. It is not passive and does not just
happen. Speakers are actively and consciously engage in communication in order to develop

information and understanding required for effective group functioning.

In order to function successfully, academically, and professionally, one needs to learn

effective oral communication skills. For many, conversational speech comes naturally. However,

in more formal speech, effective communication skills are essential. A poorly conducted

interview, sales presentation, or legal argument could have implications that affect many more

people than the speaker. By becoming an effective communicator one will be able to conduct

himself in a variety of personal, professional, and academic environments with confidence

(Crandall, 2020).

Oral communication skill involves a communicative ability of producing and receiving

information. Oral communication involves the negotiation of meaning between two or more

persons so it is always related to the context in which it occurs, including the participants

themselves, their collective experience, the physical environment and the purpose for speaking.

Both speaker and listener have a role to play, because speaking is an interactive process of

constructing meaning that involves producing, receiving and processing information (Rixon,

2021).

On the Components / Sub-Skills of Oral Communication: Listening and Speaking Skills

From a linguistic point of view, the overall skills of oral communications can be

dichotomized into its component-skills namely, listening skills and speaking skills. These two

skills can stand independently in their respective significance as macro skills of English.

However, they are viewed in this study as the indicators of oral communication skills. The two

skills are discussed below their roles in oral communication.

Listening Skills. To listen, according to Nichols & Lewis

(https://www.academia.edu/603612/What_is_listening), is to attach “meaning to the aural

symbols perceived”. Steinberg (2018) also said that listening is more complicated than merely

hearing. It is a process that consists of four stages: sensing and attending, understanding and

interpreting, remembering, and responding. Similarly, Moyer (2018) defined listening as the

ability to receive, construct meaning from, and respond to spoken and non-verbal messages.

Active listening involves literal and critical comprehension of the ideas and information being

communicated orally

Listening is a vital component of the oral communication or the interactive process in

which the individual takes the roles of speaker and listener through a verbal and non-verbal

component. It means that the ability of a person to communicate effectively depends on his

listening skills. De Vera (2019) said that an active listener responds appropriately to what is said

and fosters a productive exchange.

In an explanation by Rost (2019), he drew a particular list of components to master when

dealing with listening skills. They are as follows: (a) discriminating between sounds; (b)

recognizing words; (c) identifying stressed words and grouping of words; (d) identifying

functions (such as apologizing) in conversations; (e) connecting linguistic cues to paralinguistic

cues (intonation and stress) and to non-linguistic cues (gestures and relevant objects in the

situation) in order to construct meaning; (f) using background knowledge and context to predict

and then to confirm meaning; (g) recalling essential words, topics and ideas; (h) giving

appropriate feedback to the speaker; and (i) reformulate what the speaker has said.

Furthermore, Stepanovienė (2021) on his book, “Barrier to Academic Listening:

Research Perspectives”, stated that the most difficult obstacle to listening comprehension was the
lack of knowledge of legal English vocabulary while the least difficult factor was sequencing of

information in a legal text. The pointed out most difficult reason which is poor vocabulary is in

relation with Alaga & Palencia (2019)’s findings that “number of juvenile books at home”,

“number of books at home”, “time spent reading books”, “time spent reading newspaper” and

“time spent listening to radio” have significant effects on students’ success in their listening

performance for it is expected that through exposure to the said media platforms, students can

develop wider range of English vocabulary

Speaking Skills. Speaking is an interactive process of constructing meaning that involves

producing, receiving and processing information (Unciano, 2020). Its forms and meanings are

dependent on the context in which it occurs, including the participants themselves, their

collective experiences, the physical environment, and the purposes for speaking. It is often

spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language

functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an

invitation or requesting time off from work), can be identified and charted. Finally, speech has its

skills, structures, and conventions different from a written language. A good speaker synthesizes

this array of skills and knowledge to succeed in a given speech act.

Boileai (2021) mentioned that a speaker's skills and speech habits have an impact on the

success of any exchange. Speakers must be able to anticipate and then produce the expected

patterns of specific discourse situations. They must also manage discrete elements such as turn

taking, rephrasing, providing feedback, or redirecting. It is necessary that a learner must know

the usual pattern used in interaction and access his knowledge as the exchange progresses. He

must also choose the correct vocabulary, rephrase or emphasize words for clarification, and use

appropriate facial expressions. Other skills and knowledge that instruction might address include
the following: producing the sounds, stress patterns, rhythmic structures, and intonations of the

language; using grammar structures accurately; assessing characteristics of the target audience,

including shared knowledge or shared points of reference, status and power relations of

participants, interest levels, or differences in perspectives; selecting vocabulary that is

understandable and appropriate for the audience, the topic being discussed, and the setting in

which the speech act occurs; applying strategies to enhance comprehensibility, such as

emphasizing key words, rephrasing, or checking for listener comprehension; using gestures or

body language; and paying attention to the success of the interaction and adjusting components

of speech such as vocabulary, rate of speech, and complexity of grammar structures to maximize

listener comprehension and involvement.

 CHAPTER III

Methodology

This chapter presents the discussion of the research method used in the study. It also

describes the description of respondents, the instruments that will be used for data gathering and

the statistical treatment to be utilized for treating and analyzing the collected data.

Research Design

This study will use a quantitative design to reinforce the research and make the study

more reliable and valid. The aim of quantitative research is to achieve greater knowledge and

understanding of the social world (Williams, 2021). Researchers use quantitative methods to

watch situations or events that affect people. Quantitative research produces objective data which

will be clearly communicated through statistics and numbers.

The descriptive method was also utilized in this study. The main purpose of descriptive

research design is to supply and describe systematically, factually, accurately and objectively a

situation, problem, or phenomenon. It is a scientific and subjective approached to describe life

experiences and provides them a meaning (Seville, 2020). This research is usually related to

words, language, and experiences. It develops an understanding of people's opinions about their

lives and therefore the lives of others. It also helps the researchers to get an in-depth account

which will present an active picture of the research participants' reality.

Research Locale

The research locale will be Colegio de Los Banos which is a learning place providing

education from Grades 1 to 12. It is also the educational institution where the respondents of the

research study.

Population and Sample

For a few studies, the population could also be sufficiently small to warrant the inclusion

of all of them within the study. But a study may entail an outsized population which cannot all be

studied.

A sample during this study is, therefore, a smaller group of elements drawn through a

particular procedure from an accessible population. The sample of the population of this study

will only be limited to Grade 11 Humanities and Social Sciences (HUMSS) Students.

Sampling Techniques

The researchers will use Purposive Sampling Technique to determine the number of

samples from the total number of the population. According to Nicki Lisa Cole, Ph.D., the

purposive sampling is used when research requires one to capture knowledge rooted in a

particular form of expertise. It is common to use this form of sampling technique in the early

stages of a research process, when the researchers are seeking to become better informed about

the topic at hand before embarking on a study.

Research Instrument

Researchers will use a self-constructed questionnaire as the instrument of the study.

Questionnaire is one of the most widely used tools to collect data in research. The research

instrument will be pre-designed for students taking Senior Highschool in Colegio de Los Baños.

The questionnaire will be divided into two (2) parts.

Research Procedure

The researchers will be guided by certain processes in gathering the data needed. The

researchers will formulate a formal letter addressed to the school administrations of Colegio de

Los Banos, which needs to be duly noted by the research adviser, properly asking permission to

the School’s Registrar. The purpose of the study, method of administration of the research

instruments, and the date of administration of the research instrument will be explained.

After a letter of permission was sought, the researchers will construct a questionnaire,

validated by their research adviser before it will be distributed to the selected respondents.

Privacy and Data Policy Protection will be stated as part of the conduction of the actual survey.

The collection of data will be conducted through a virtual survey through google forms. This

study will be executed through the help of social media sites, technology and gadgets.

Researchers will send a link of the online questionnaire to individuals through their mobile
phone’s contact list, or to individuals they are connected to via social networking websites

Facebook, Messenger and Gmail.

The purpose of the study, and the direction of answering the questionnaire will be explain

to the respondents before the administration of the actual survey.

Statistical Treatment

All data gathered by the instrument will be analyzed and interpreted accordingly.

1. Percentage – This was used to determine what proportion of the respondents belongs to a

specific category. This will be use to answer the Statement of the Problem 1.

Formula: % = F x 100 N

Where: % is the Percentage F is Frequency

N is Total Number of Respondents

100 is Constant Value

2. Mean – This was used to determine the mean age and the final weight of each item on the

perceptual strengths of respondents. This will answer the Statement of the Problem 3.

Formula:

Where:

N is Mean
 ∑ is Summation Symbol

F is Frequency

X is Weights of each item/ Midpoint

N is Number of Cases

4. Independent T-test – was used to test whether the unknown means of two groups are equal or

not. This will answer the Statement of the Problem 4 and Hypothesis.

Formula:

Where:
Part I. Respondent’s Demographic Profile

Name(Optional):________________________________________________________
Age: ___
Sex: ___Male ___Female

Part II. Assessment of Macro Skills in Oral Communication

The following are a number of statements about attitude towards Oral Communication.
Read each statement carefully and decide if you ever feel that way about a statement. Answer
only what learning modality are you in. Then, indicate how you feel by choosing the appropriate
rating on the 4-point scale. Each scores represents corresponding leve of agreement such as:
1 – Strongly disagree 2 – Disagree 3 – Agree 4 – Strongly agree
A. Speaking
Statements 1 2 3 4

1. I can speak for an extended period of time, showing a clear

connection between each point that I am trying to make without
excessive pauses and gaps, and disturbing hesitation markers.

2. I can speak sentences with correct grammatical structures, word

tenses, order and accuracy.

3. I can speak using a wide range of appropriate words/group of

words in my speaking performance.

4. I can express myself clearly through speaking with clarity and

comprehensible ideas to ensure that the message reaches my
audience in its correct and desired form.

5. I can express my thoughts in an organized manner with initiation,

development, termination and interconnectedness of ideas.

B. Listening
 Statements 1 2 3 4

1. I try to catch every word that the speaker uses

2. I find it difficult for me to concentrate while listening to English

speakers.

3. I enjoy listening to group discussion in class when they are done

fully in English.

4. I believe that listening to good English speaker can hone my

confidence in English conversation.

5. I enjoy listening to class discussion than speaking using English

language.

C. Reading
Statements 1 2 3 4

1. I can understand context clues.

2. I can do phonetic analysis.

3. I can distinguish between fact and opinion.

4. I can recognize cause and effect relationship.

5. I am good in skimming for information.

D. Writing
Statements 1 2 3 4

1. I can write a good academic paragraph using appropriate

spelling, capitalization, and punctuation.

2. I can write a clear topic sentence that identifies the topic and
controlling idea of a paragraph.

3. I can logically support and develop my main point when I write a

paragraph.

4. I can use appropriate vocabulary and word forms to effectively

communicate with the reader.

5. I can apply the key learnings in oral communication especially

when writing academic reports.
E. Viewing
Statements 1 2 3 4

1. I can understand gestures and body language.

2. I can understand a picture during the class and I can express my

thoughts accordingly.

3. I can tell what may happen next based from a picture.

4. I can express my creativity in oral communication using my

viewing skills.

5. I can determine the best design idea from a collection of pictures.

References

Eskey, D. (1953). Meanwhile, back in the real world...: Accuracy and fluency in second
language teaching. TESOL Quarterly, 17(2), pp. 315-323
Hymes, D. (1972). On Communicative Competence. In J. Pride, & J. Holmes (Eds.),
Sociolinguistics (pp. 269-285)
Yeung P. (2019). Why can’t Chinese graduates speak good English? Blame the teaching
Methods.
Wang, Weichen (2019). Improving Students' Oral Skills Through A Cooperative Learning
Approach to Teaching Chinese College English.
Business Minor Editorial (2018). Our shrinking English proficient work force.
Department of Education. (2019). Why school environment is important.
Rafeka, M.B., N.H.L. Ramlia, H. Iksana, N.M. Haritha & A.I. Abas Stepanoviene (2018).
Genderand Language: Communication Apprehension in Second Language Learning. Procedia,
123, 90-96.
Singh, S. (2018). Attitudes towards Oral Communication Learning and Language Use among
Secondary School Students.
Tuan, N.H. & T.N. Mai (2019). Factors Affecting Students’ Speaking Performance at Le Thanh
Hien High School. Asian Journal of Educational Research, 3(2).
Murphy, J.M. (2021). Oral Communication in TESOL: Integrating Speaking, Listening, and
Pronunciation. TESOL Quarterly, 25(1),51-75.
De Vera, P. (2019). Oral Communication Skills in English of Senior College Students.
Philippines: Pangasinan State University.
PALU, I. 2018.Developing oral communication skills in English through sitcoms (The Big Bang
theory) (Doctoral dissertation, Tartu Ülikooli NarvaKolledž).
ASUBIOJO, E. A., C. O. ADEWUSI and A. O. OYEDIRAN. 2019. Communication Theory and
Practice. Ibadan: Aseda Publishing.
MCDONOUGH, J. and C. SHAW. 2012. Materials and Methods in ELT. John Wiley & Sons.
AL-HEBAISH, S. M. 2019.The correlation between general selfconfidence and academic
achievement in the oral presentation course. Theory and Practice in language Studies,
2(1), 60.
PALTRIDGE, B. 2021. Genre and the language learning classroom. University of Michigan
Press.
LITTLEWOOD, W. 2018. Communicative and task-based language teaching in East Asian
classrooms. Language teaching, 40(03), 243- 249.
CRANDALL, J. 2020. Language teacher education. Annual review of applied linguistics, 20, 34
58.
RIXON, S. 2021. Beyond ABC: investigating current rationales and systems for the teaching of
early reading to young learners of English (Doctoral dissertation, University of
Warwick).
Steinberg, S. (2018). Attitudes towards English Language Learning and Language Use among
Secondary School Students.
MOYER, L. A. 2018. Engaging Students in 21st Century Skills through Non-Formal Learning.
De Vera, C. 2019. Peers as an Academic Resource: An Investigation of an Afterschool Program
to Socialize At-risk Students with Disabilities into Greater Academic Engagement.
Rost, S. O. 2019. English Language Teachers‘ Attitudes to the Promotion of the Standard
Nigerian English: A Survey from a Nigerian City (Pp. 268-283).
Stepanoviene, A. (2021). Barriers to Academic Listening” Research Perspectives. Mykolas
Romeris University.
Alaga, N.A.C. & R.S. Palencia (2019). Media Exposure and Students’ Communicative English
as a Second Language (ESL) Performance. Philippines: Samar State University Research
Journal, 3(2).
Unciano, G.R.S. (2020). Learner Autonomization in Classroom Language Learning Situation.
Doctoral Dissertation. Benguet State University, Philippines.
Boileau, Don M. (2021, December). Speaking/listening: much used, little taught. National
Association of Secondary School Principals (NASSP) Curriculum Report, 14. 1-9.