Enhancing Oral Proficiency: Effective Strategies for Teaching Speaking Skills in Communication Classrooms

Abstract

Analyzing a diverse range of scholarly works, the study unveils key findings in pedagogical approaches, technology integration, assessment challenges, and cultural considerations. Pedagogically, the review underscores the significance of flexibility and adaptability in teaching speaking skills, emphasizing the prominence of Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and pronunciation-focused methodologies. The evolving role of technology, particularly through Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL), emerges as a transformative force, enhancing accessibility and effectiveness in speaking skill instruction. Addressing challenges in assessing speaking proficiency, the study reveals a paradigm shift towards innovative assessment methods, including performance-based assessments and portfolio evaluations. These approaches aim to authentically capture the complex and holistic nature of speaking skills, moving beyond traditional, isolated assessments. Cultural considerations form a significant thematic thread throughout the literature, emphasizing the need for educators to create inclusive environments that respect diverse communication norms. Theoretical insights from Gudykunst and Ting-Toomey underscore the importance of actively integrating cultural sensitivity into instructional practices, facilitating effective communication in multicultural classrooms. This study provides a comprehensive overview of the multifaceted dimensions of teaching speaking skills, offering valuable insights for educators, curriculum developers, and researchers in the ever-evolving landscape of language education.