International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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A Disquisition on Pedagogical Interventions for the Augmentation of English Speaking Skills in Secondary School Students

Author(s) I Aaron Shyam Bernad, Dr. K. Brindha
Country India
Abstract As English continues to be the dominant global language for communication, academic success, and career advancement, it is crucial for students to attain proficiency in speaking. The project investigates strategies for enhancing oral communication skills through interactive and student-centered learning methods. The present study aimed at investigating the effect of a project-based program on developing ESL conversation for secondary school students. Literature and related studies dealing with project-based learning in ESL teaching and conversation were reviewed. A list of conversation components was prepared by the researcher as a guide for the design of the instruments. In addition, a per-diagnostics and post conversation test was designed and a conversation rubric was adapted. This project focuses on the development of English language speaking skills among school students. Various approaches like role-play, group discussions, language games, debates, and digital tools are explored to build confidence, fluency, and clarity in spoken English. The objective is to create an engaging learning environment that fosters spontaneous conversation, practical application of vocabulary, and improved pronunciation. By integrating these methods, the project seeks to bridge the gap between theoretical language learning and its real-world use, making students more effective communicators. The paper also discusses the impact of cultural factors, learner motivation, and the role of technology in modern language learning
Keywords English language - Speaking Skills - School Students - Interactive Learning.
Field Sociology > Education
Published In Volume 7, Issue 1, January-February 2025
Published On 2025-02-23
DOI https://doi.org/10.36948/ijfmr.2025.v07i01.36809
Short DOI https://doi.org/g854n5
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