Developing Speaking and Listening Competence among Grade 5 Students in Vietnamese Language Education: A Needs-Informed Three-Stage Pedagogical Framework
Aug 2026· International Journal of Research Publications· Vol 203, pp. 486-497· 0 citations
Abstract
Speaking and listening are central components of language competence and essential for students’ participation in learning and everyday communication. This study examines Grade 5 students’ speaking and listening competence and develops a needs-informed pedagogical framework for Vietnamese language lessons. A descriptive needs analysis was conducted with 231 Grade 5 students and 15 teachers from three primary schools in Thai Nguyen Province, Vietnam. Student self-assessment addressed presenting before the class, organizing ideas, identifying main ideas while listening, participating in group discussion, and responding to different viewpoints; teacher data focused on instructional difficulties and techniques used in speaking and listening lessons. The findings indicated uneven student competence, particularly in organizing spoken ideas, identifying key information while listening, and providing constructive responses. Teachers also reported limited use of interactive techniques beyond familiar pair-sharing practices. Drawing on competency-oriented education, communication theory, curriculum requirements, and the identified classroom needs, the study proposes a three-stage framework comprising preparation, practice and interaction, and post-practice consolidation and transfer. Brainstorming, mind mapping, inside-outside circle, fishbowl discussion, and synthesis activities are integrated according to their pedagogical functions. Two classroom illustrations demonstrate how the framework can support presentation- and discussion-oriented Grade 5 speaking and listening lessons.
Although speaking is a key component of English language learning, many Indonesian EFL students still struggle to communicate effectively in English. Existing instructional materials often emphasize language knowledge rather than meaningful communication, creating a gap between classroom learning and real-life language use. This study aimed to analyze the speaking needs of tenth-grade EFL students at Senior High School 1 Petarukan, Indonesia, as a basis for developing communicative speaking materials. The research employed a descriptive design, combining quantitative and qualitative approaches. Hutchinson & Waters’ (1987) needs analysis framework served as the foundation of the study. Data were collected through questionnaires administered to 66 students and semi-structured interviews with their English teacher. The findings indicate that students prefer speaking materials that are communicative, contextual, and closely connected to their real-life experiences while also supporting their academic goals. They highlighted the importance of vocabulary enrichment, pronunciation practice, and opportunities to participate in authentic communicative activities. These findings provide valuable insights into learners’ speaking needs and offer a foundation for designing communicative speaking materials aligned with students’ proficiency levels, preferences, and classroom realities.
Aulia Hafisa· Journal of English Language...· 0 citations
This study examined whether a structured instructional sequence embedded in Grade 3 Vietnamese speaking and listening lessons was associated with stronger communication and collaboration performance. A post-intervention quasi-experimental design involved 124 students in four intact classes at two primary schools in Bac Ninh Province, Vietnam. At each school, one class received an instructional sequence combining structured small-group discussion, language games, a mini-project, role allocation, peer response, and a transparent performance rubric; one comparison class followed regular instruction. Students were observed during two curriculum-aligned lessons and rated on confidence in presenting, clarity and coherence of expression, active listening and response, and group coordination. Scores were classified as Good, Achieved, or Needs Improvement. In the first lesson, 41.9% of intervention students versus 19.4% of comparison students were rated Good; in the second lesson, the corresponding proportions were 48.4% and 22.6%. Pooled ordinal comparisons favored the intervention classes in both lessons (Mann–Whitney U = 2512.0, p = .001, rank-biserial correlation = .307; U = 2562.0, p < .001, rank-biserial correlation = .333). Classroom evidence suggested more confident participation, more specific peer feedback, and clearer division of group responsibilities. The findings provide promising evidence that speaking and listening instruction can serve as a purposeful context for developing communication and collaboration competence. Because intact classes were used and no pretest or reliability estimate was available, the results should be interpreted as associative rather than causal.
Le Thi Le Thuy, Giap Thi Ngoc Mai· International journal of soc...· 0 citations
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Vidhyalakshmi Gopalakrishnan, Yu Jin Ng, Anealka Aziz et al.· International journal of res...· 0 citations
This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education.
Keywords: communicative competence; communicative language teaching; elementary education; speaking skills
Developing English communication competence has emerged as a fundamental priority in foreign language acquisition, notably at the secondary education level, where students are required to communicate successfully at school and in real-life environments. However, despite ongoing teaching/learning strategies, secondary school learners continue to face challenges in communicating fluently in English and expressing their ideas confidently. Insufficient opportunities for authentic classroom communication may be one cause of these difficulties. The present research explores the significance of classroom oral presentations as a pedagogical approach for building English communication abilities among secondary students. The study aims to understand how systematic oral presentations effectively enhance learners’ ability in communication, critical thinking, pronunciation, vocabulary, and grammatical use. This contribution is grounded in Richards (2006) Communicative Language Teaching (CLT), which prioritizes meaningful and effective communication as the fundamental target of language acquisition, viewing language learning as a process of interaction and engagement. The study employs a qualitative approach, drawing on classroom observations, semi-structured interviews with second-year baccalaureate learners, and evaluation of classroom oral presentations in a Moroccan public secondary school. The findings of this research demonstrated that the participants face multiple challenges hindering the development of their communication skills. It also showed that oral presentation-based education effectively encourages students’ English communication abilities by enhancing their self-confidence, correct pronunciation, critical thinking, and interaction. It showed that students feel motivated and free to use their English effectively during their class oral presentations. This research concludes that implementing regular oral presentation activities into English classes provides authentic opportunities for learners to strengthen their overall English communication skills. The study contributes to existing literature by providing evidence on the significance of implementing regular oral presentations in encouraging students’ English communication skills. It further provides practical instructions for incorporating systematic oral presentations into high school education to generate a more effective educational environment.
Mohamed Tahar Es-Siddiki, Khadija Ouyazi· Journal of English language...· 0 citations
Developing English-speaking skills among primary-school pupils in Tanzania is shaped by multilingual classroom practices, access to instructional resources, teacher capacity and opportunities for meaningful oral interaction. This study examined the challenges faced by primary-school English teachers in developing pupils’ speaking skills and identified practical strategies for improvement. Data were collected from 1 May to 15 June 2026 across 16 district councils in 12 regions. The study involved 90 participants: 70 English teachers, 15 heads of schools, four academic teachers and one school quality assurance officer. A mixed-methods design combined a structured teacher questionnaire with interviews of school leaders. Quantitative data were analysed using frequencies and percentages, while qualitative responses were analysed thematically. Among teachers, the leading reported challenge was the influence of Kiswahili, local languages or mother tongue (48.6%), followed by inadequate print, teaching or digital resources (27.1%). Among leaders, inadequate resources (30.0%) and language influence (25.0%) were most frequently reported. Participants also identified large classes, limited English exposure, weak foundations, low confidence and teacher-capacity constraints. Recommended strategies included improved materials and digital resources, sustained professional development, pedagogical guidance, more frequent English-speaking opportunities, interactive activities and parent or community involvement. The findings indicate that improvement requires coordinated pedagogical, professional and material support that expands meaningful opportunities for pupils to use spoken English.
Unknown authors· Journal of Education Society...· 0 citations
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