ARTICLE

THE EFFECTS OF TECHNOLOGY ON THE ORAL COMMUNICATION SKILLS OF UNDERGRADUATE ESL LEARNERS

  1. HOME
  2. ARTICLE

10 Pages : 91-102

http://dx.doi.org/10.31703/glr.2021(VI-III).10      10.31703/glr.2021(VI-III).10      Published : Sep 2021

The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners

Abstract

    The purpose of this study was to find out how oral communication skills can be improved with the use of technology. In the results obtained, it is noticed that students and teachers both said that oral communication skills could be improved by using the technology, but they do not use it in the universities of Karachi. This study made use of questionnaires and interviews in order to find a methodology to find out different reasons why technology should be used to improve the oral communication skills of ESL students. The research was conducted with 100 ESL students, followed by interviews with eight teachers of different universities in Karachi. After carrying out the investigation and looking at the responses of the respondents, it can be concluded that technology positively influences the oral communication skills of the students. After looking at the results, it can be said that technology (such as projector-based teaching, watching TV, films, and video calls) positively impacts the oral communication skills of ESL students.

    ESL, Oral Communication, Technology

    (1) Urooj Fatima
    Assistant Professor, Department of Education, Riphah International University, Faisalabad, Punjab, Pakistan
    (2) Zeeshan Farid
    Research Assistant, Department of Education, Riphah International University, Faisalabad, Punjab, Pakistan
    (3) Muhammad Tayyab
    Research Assistant, Department of Education, Riphah International University, Faisalabad, Punjab, Pakistan
Fulltext PDF

References

  • Al-Jamal, D. A., & Al-Jamal, G. A. (2013). An investigation of the difficulties faced by EFL undergraduates in speaking skills. English Language Teaching, 7(1), 19-24.
  • Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2015). EFL college students' perceptions of the difficulties in oral presentation as a form of assessment. International Journal of Higher Education, 4(1), 136-142.
  • Al-Qahtani, A. A. & Higgins, S.E., (2013). Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of computer assisted learning, 29(3), 220-234.
  • Ayub, S., & Lodhi, M. A. (2016). Association of the Psychological Factors Hampering Oral Skill of ESL Students at Graduate Level, At Bahawalpur, Pakistan. Research Journal of Education, 2(4), 57-63
  • Barabas, C. D. (2013). Investigating ESL university students' language anxiety in the aural-oral communication classroom. Unpublished master's thesis, University of San Carlos, Cebu City, Philippines 1(1). 1-13.
  • Dornaleteche, J., & Sahagún, A. D. (2014). Online Oratory®: A Technology Enhanced Learning Method to Improve Student's Oral Skills. International Journal of Knowledge Society Research (IJKSR), 5(3), 1-14.
  • Ella, R. B., & Dapudong, R. C. (2014). Oral Communication Achievement of the Bachelor of Arts Students Major in English at Rajamangala University of Technology Lanna, Thailand. International Journal of Academic Research in Progressive Education and Development, 3(4), 209-224.
  • Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26.
  • Gill, C. (2013). Oral communication in ESL through improvisations, playwriting and rehearsals. Advances in Language and Literary Studies, 4(1), 34-41.
  • Idrus, H., & Salleh, R. (2017). Perceived self-efficacy of Malaysian ESL engineering and technology students on their speaking ability and its pedagogical implications. The English Teacher, 15-21.
  • Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom-a study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121- 130.
  • Khan, S. M. (2015). Influence of Speech Anxiety on Oral Communication Skills among ESL/EFL Learners. Advances in Language and Literary Studies, 6(6), 49-53.
  • Levy, T., & Gertler, H. (2015). HARNESSING TECHNOLOGY TO ASSESS ORAL COMMUNICATION IN BUSINESS ENGLISH. Teaching English with Technology, 15(4), 52-59.
  • Mari, N. (2016). Language Anxiety over EFL/ESL Oral exam/test Performance: A View from Language Classrooms at Mehran University of Engineering and Technology Jamshoro Sindh, Pakistan. Language in India, 16(5), 275-288.
  • Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86-99.
  • Pathan, A. K. (2013). Major Linguistic Barriers of Oral Communication in English as Perceived by the Tertiary level ESL Students. Language in India, 13(3). 1-13.
  • Rind, I. A. (2014). Investigating students' experiences in an ESL programme at the University of Sindh, Jamshoro, Pakistan. Compare: A Journal of Comparative and International Education, 44(6), 1002-1004
  • Rogan, F., & San Miguel, C. (2013). Improving clinical communication of students with English as a second language (ESL) using online technology: a small scale evaluation study. Nurse education in practice, 13(5), 400- 406
  • Sarudin, I. H., & Noor, Z. M. (2013). Oral communication skills in the financial services and telecommunication, technology, and media industries. International Proceedings of Economics Development and Research, 68, 42- 55.
  • Souzanzan, R., & Bagheri, M. S. (2017). IRANIAN LEARNERS'PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS. Information Technologies and Learning Tools, 57(1), 126- 138.
  • Sung, Y.T., Chang, K.E. & Liu, T.C., (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252- 275.
  • Yahya, M. (2013). Measuring speaking anxiety among speech communication course students at the Arab American University of Jenin (AAUJ). European Social Sciences Research Journal, 1(3), 229-248.

Cite this article

APA

    APA : Fatima, U., Farid, Z., & Tayyab, M. (2021). The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners. Global Language Review, VI(III), 91-102. https://doi.org/10.31703/glr.2021(VI-III).10

CHICAGO

    CHICAGO : Fatima, Urooj, Zeeshan Farid, and Muhammad Tayyab. 2021. "The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners." Global Language Review, VI (III): 91-102 doi: 10.31703/glr.2021(VI-III).10

HARVARD

    HARVARD : FATIMA, U., FARID, Z. & TAYYAB, M. 2021. The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners. Global Language Review, VI, 91-102.

MHRA

    MHRA : Fatima, Urooj, Zeeshan Farid, and Muhammad Tayyab. 2021. "The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners." Global Language Review, VI: 91-102

MLA

    MLA : Fatima, Urooj, Zeeshan Farid, and Muhammad Tayyab. "The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners." Global Language Review, VI.III (2021): 91-102 Print.

OXFORD

    OXFORD : Fatima, Urooj, Farid, Zeeshan, and Tayyab, Muhammad (2021), "The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners", Global Language Review, VI (III), 91-102

TURABIAN

    TURABIAN : Fatima, Urooj, Zeeshan Farid, and Muhammad Tayyab. "The Effects of Technology on the Oral Communication Skills of Undergraduate ESL Learners." Global Language Review VI, no. III (2021): 91-102. https://doi.org/10.31703/glr.2021(VI-III).10