Angelica Panique (University of San Agustin, Philippines)
Abstract
Along with the demand to improve oral language competence is the growing potential of digital technology to aid language learning and communication skills development. In this study, I examined the effects of technology-based tasks on students’ oral communication performance. The participants were two groups of 11th-grade students from the University of San Agustin, in which technology-based speaking tasks were administered to one group while traditional speaking tasks such as memorized speech were retained for another group. As pretest and posttest materials, I used an in-person question-and-answer activity consisting of relatable and personalized questions. I then calculated the mean and standard deviation and employed a Mann Whitney U test and Wilcoxon signed-rank test. Based on these findings, I determined that the technology-based tasks helped improve the students’ oral communication performance. It was also interesting to find out, however, that traditional speaking tasks helped enhance some oral subskills.
Research (in person, 25 minutes)
Speaking / Conversation / Pronunciation
Primarily of interest to teachers of secondary students
About the Presenter
Angelica P. Panique is a faculty member at the University of San Agustin, Philippines, specializing in the English language and humanities. With a graduate degree of Master of Arts in Education (major: English), she has been embracing both research and the instruction of English as a second language.
