高职院校英语课堂引入演讲对口语能力提高效果的研究.docx

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Introduction
English is a language that has a global reach and is also the language of international communication. The ability to communicate efficiently in English is highly desirable in today's world and is an essential requirement in most professional fields. However, many students in Chinese vocational colleges lack proficiency in spoken English, despite years of studying the language. This deficiency can negatively affect communication with colleagues from other countries and hinder their career advancement.
One effective approach to improving oral English proficiency is through public speaking, a technique that has gained popularity in recent years. This paper explores the impact of integrating public speaking in English classrooms to enhance the oral communication skills of students in vocational colleges.
Literature Review
According to research, public speaking can play a significant role in developing oral communication skills. Public speaking involves not only speaking to an audience but also involves imbibing new techniques and learning effective ways of expressing oneself. It also involves keen observation and listening skills, which are essential prerequisites to be an excellent communicator (Wang, 2020).
Moreover, public speaking can also help improve non-verbal communication skills. It is crucial to use body language along with verbal communication, ., using facial expressions and gestures to express oneself, which are key parts of public speaking (Luo & Li, 2019). Public speaking also allows students to practice their critical thinking skills, build their confidence and self-esteem and develop problem-solving abilities through creative thinking, all of which are important aspects that contribute to improving English speaking skills.
Methodology
To investigate the effects of public speaking on oral communication skills, a mixed-method research design will be utilized. The research will involve students aged between 18 and 22 years old in a vocational college in China. A total of 100 students will be selected and divided into two groups in equal numbers.
Group A, the experimental group, will receive English learning with public speaking incorporated into the curriculum, whereas Group B, the control group, will not. Both groups will have an equivalent number of male and female students and will follow the same curriculum, learn from the same teacher, and have similar English ability levels.
A pre-test and post-test will be conducted to measure the students' oral communication skills in terms of fluency, vocabulary, grammar, and pronunciation. The pre-test will be given before starting the course, and the post-test will be conducted after the completion of the course. A questionnaire will also be administered towards the end of the course, asking about students' self-efficacy, engagement, and motivation levels.
Data Analysis
The data collected will be analyzed quantitatively using Descriptive Statistics and the Independent-Samples t-test. Descriptive Statistics will be used to describe the demographic profiles of the students participating in the research study and their English proficiency levels. The Independent-Samples t-test will be used to compare the means of the two groups to determine if incorporating public speaking into the English curriculum improves oral communication skills.
Qualitative data will be analyzed using content analysis through grouping similar responses and identifying existing themes related to motivation, engagement, self-efficacy, and perception of public speaking. It will provide an insight into the effectiveness of public speaking in developing oral communication skills.
Conclusion
In conclusion, integrating public speaking into the English curriculum in higher vocational colleges in China can positively impact the oral communication skills of students. Public speaking provides the learners with opportunities to observe, listen, and apply the techniques to express ideas and opinions orally in English effectively. The findings of this study can serve as a baseline for educators and support the integration of public speaking in the English curriculum in vocational colleges.
References
Luo, X., & Li, X. (2019). Public speaking and its role in the development of English oral skills. English Language Teaching, 12(5), 84–92.
Wang, J. (2020). The effect of public speaking on English speaking ability among Chinese college students. International Journal of English Linguistics, 10(1), 97-104.