A Metainvestigation of Speaking Skills: Practice, Feedback, and Self-Directed Efforts

Abstract

Background: Fluent and accurate speaking is an essential set of skills that engineering students strive to achieve, as they can lead to better job placement and a promising future. This article documents a speaking assessment carried out among 120 engineering students who have undergone two semesters of Technical English courses in the final year of their study. The students from diverse departments opted for the English for Competitive Exams elective course to improve their English language proficiency. The objective of the elective is to train the learners in essential language components for facing high-stakes competitive exams with an integrated language skills approach. Literature review: This linguistics-focused study documents a cluster strategy, a pedagogical attempt at speaking, with a culminating self-reflection phase. The strategy cluster was thoughtfully designed and integrated throughout the semester to enhance the students' speaking competency. Research questions: 1. How do learners perceive the effectiveness of speaking skills practice given to them in the online sessions? 2. What benefits through feedback have learners achieved during these sessions? 3. How do students perceive the role of self-directed efforts toward improving their speaking skills? Methods: Students were trained on speaking skills as part of a semester-long online course, and an assessment for speaking skills was designed in which students answered 10 self-reflective questions about their perception and usefulness of practice, feedback from the instructor and peers, and self-directed efforts. Each student's recorded audio file of an average of 11 minutes 24 seconds was uploaded to the learning management system (LMS) as part of the assessment. A qualitative and interpretative investigation of their answers reflecting their learning experiences during the semester, based on the activities and self-regulation, and their self-rating were analyzed thematically. Results and discussion: The findings of the metainvestigation show significantly valuable insights with potential implications on the language teachers’ perception of teaching speaking skills in the classroom, especially in the current online environment. Conclusions: We conclude that using the strategy cluster comprising practice, feedback, and self-directed efforts with a culminating phase of oral self-reflection is highly beneficial in developing speaking skills in engineering courses focusing on technical communication.