Table 7 presents the activity in the classroom that has the highest percentage,

and is the most effective as it ranked first for reporting. This implies that the majority of

the students believed that reporting is the most effective activity in the classroom in

developing their English-speaking fluency. It was found in the study of Shanthi (2017)

that students prefer group activities compared to individual activities. Group activities

encourage social interaction with others. Janseen & Wubbles (2018) asserted that

group activities enables students to manage their own learning so that group

interaction and management can improve their attitude and confidence to use English.

This sort of learning experience can provide a pleasurable and positive language

learning and language use experience (Chu et al., 2017).

Gudu (2015) ascertained that fluency-controlled activities such as reporting,

storytelling, debates, simulations, and role play give students the opportunity to

practice utilizing language, such as vocabulary and formulaic phrases, in a

communicative and interactive way. These activities are more fluency-oriented, and

the teacher serves as a facilitator. These classroom activities benefit students since

real-life performance is dynamic and improves with experience in context.

Furthermore, these activities were found to provide learners with sufficient

opportunities to practice utilizing language in context, resulting in improved

communicative competence.

Abugohar (2019) asserted that learners’ activities should be designed based on

an equivalence between fluency and accuracy achievement. Both fluency and

accuracy are important elements of communicative approach. Classroom practice can

help learners develop their communicative competence. So, they should know how

the language system works appropriately.

Table 8 indicates that the most effective strategy outside the classroom,

according to the students, as it ranked first and gained the highest percentage, is to

listen to English music and watch videos in English to practice pronunciation. This

implies that the strategy outside the classroom that majority of the students believed to

be the most effective in developing their English-speaking fluency is to listen to

English music and watch videos in English to practice their pronunciation.

The findings of this study were in resonance with a study conducted by

Sargsyan and Kurghinyan (2016) that the use of English words and expressions

learned through songs and music lyrics proved to be a prominent source to attain

proficiency in English. As mentioned by Sirmandi & Sardareh (2016), learners play

English video clips repeatedly as they wish to improve their speaking performance by

both watching and listening to the video. Muslem (2019) further stated that English

video clips significantly improved the students’ oral proficiency for pronunciation,

accuracy, intonation, fluency and integration. Therefore, immersion in English video

clips can help with all of these characteristics of speaking.

In this table, language exposure, interaction, pronunciation practice, error

correction, and fluency development instruction are all evidenced as vital to keep in

mind from an instructors' and learners' perspective. There are many experts in the

field of EFL teaching and learning, as well as a variety of studies and research in this

sector, but the primary conclusions of this research are based on EFL learners who
believe they are effective. Imane (2016) points out that teaching speaking, in other

words developing oral fluency, is a challenge beyond this goal it is the learners’ need

to use the new language in context and not in an isolated way.

(Ish, hiii! Pwede paki-bago naman yung abstract natin? Ito na mismo yung

ilalagay. Pa-copy paste na lang para sana walang vacant space hehehe uwu)

There are several implications about oral fluency development of the English

language that involve communication from a bilingual perspective, requiring a further

analysis in the field of teaching-learning English as a foreign language in the

Philippines. This research project determined the factors influencing the development

of the oral skills and fluency among undergraduate English major students who are in

an intermediate level, at Taguig City University. At this aim, a descriptive method was

applied to identify and measure the factors influencing the oral skill development of the

English language, and with this to understand how English fluency was developed

inside and outside the classroom. The results identified influential factors such as the

language exposure mainly fostered by teachers, and the role of interaction inside and

outside of the classroom. The statistical tools used were frequency, percentage, and

weighted mean.

The findings confirmed that the respondents get anxious and conscious

whenever their teachers correct them in class and they are worried that people will

laugh at them if they make a mistake in speaking English hindering them from

participating during recitation or class activities – denoting that language becomes a

barrier for students to show their capabilities. In summary, error correction, students’

perceived self-efficacy, and teacher's incidence on learners influence the development

of Filipino learners on their English fluency in speaking.

Speaking is an essential component of second language learning. The ability to

communicate clearly and efficiently in a second language is important for academic

success as well as later success in all aspects of life. Therefore, it is imperative that

language teachers place a high priority on teaching speaking skills. Rather than

focusing on pure memory, it is preferable to create a rich environment where real

conversation can occur. Various speaking activities mentioned in this study can help

students build basic interacting abilities that are important in everyday life. These

activities encourage students to participate more actively in the learning process while

also making learning more relevant and enjoyable. As a result, the researchers

propose that their speaking activities be employed in the classroom to help students

improve their English-speaking fluency.