CHAPTER 12345 SEMI FINAL Clean

CHAPTER I
INTRODUCTION
Background of the Study
Our ability to communicate in English is crucial in the globalized world
we now live in since it will help us survive and succeed in this technologically
advanced civilization. The capacity to develop efficient verbal and written
communication is one of those survival abilities. Using spoken words to
communicate is known as oral communication. It is a spoken type of
communication where you may share information and express your opinions.
In a global context, it will be easy to express opinions, make
arguments, offer explanations, transmit information, and make impressions
upon others if one has a high level of oral communication skills. Moreover, for
this reason, English oral communication is the most widely taught subject at
all levels of the educational system. Students must speak well in their
personal lives, future workplaces, social interactions, and political endeavors
(Palmero, 2019).
On the other hand, as the pandemic spread, there was a change in
how Learning was delivered. To stop the virus from spreading, the Philippines'
educational system implemented distance learning with the help of
technology. Online teaching has the potential to transcend geographical
boundaries, is flexible, learner-centered, and can help students develop self-
directed learning skills. The recently introduced competency-based curriculum
has also advocated e-learning as an indispensable tool for self-directed
Learning (Saiyad et al., 2020).
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Dickinson (2017) argued that there is a need for research examining
the effectiveness of online courses. A literature review indicates that online
and traditional classroom learning comparisons have not produced consistent
results across studies.
The findings of the study conducted by Parcon and Reyes (2021)
revealed that 18 out of 34 oral communication strategies in Dornyei and Scott
(1997)’s taxonomy of oral communication strategies were implemented during
online classroom discussions. The lack of linguistic knowledge (vocabulary
and structure of the English language), and the lack of confidence in
using the English language during online classroom discussions, combined
with the inability to grasp ideas, experiencing speaking anxiety, and other
external factors such as having a poor internet connection and the choice
of language used by the teacher during online classroom discussion,
were the factors that influenced the students in using oral communication
strategies during online classroom discussion. This further suggests that
learning oral communication in English is not straightforward, particularly in
online classes where many things can go wrong because the teacher cannot
fully observe or keep track of what is happening to the pupils.
Thus, this study is proposed. Moreover, the researcher observed how
the COVID-19 pandemic changed language teachers' pedagogical approach
to teaching English through online platforms. Specifically, some language
teachers use online discussion forums to elicit their students' insights about
the topic being asynchronously discussed.
Flores and Lopez (2011) stressed that possessing excellent oral
communication skills and linguistic structure is advantageous to students and
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professionals in all fields of endeavor because it will make them very
articulate, convincing, credible, educated, and professional. Also, in the study
(Cabulong, 2016), he stated that one of the most important skills needed for a
successful teacher is a good command of English, particularly speaking skills.
Many studies back up the value of Oral Communication in English and
how it was learned even during the pandemic. However, there has yet to be
much research that shows the aftereffects of online programs in acquiring
Oral Communication in English students. Young and Duncan (2014) found
that students in an online course were less satisfied with the instructor's
teaching effectiveness than those in traditional courses. Online students
believe that they worked harder, had a higher workload, and experienced
more difficulty due to working in an asynchronous learning environment.
Therefore, the student's Learning was not properly developed throughout the
online classes. Hence, becomes potential drawback in learning oral
communication, especially those Teacher Education students.
Moreover, the researchers conducted this study to situate the English
oral communication of the 3rd year Teacher Education students of Sultan
Kudarat State University who has been a product of online classes for the
past two years. It also aimed to identify the impact of online class engagement
in language learning.
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Theoretical Framework
This study utilized E-learning Theory, Speech Act Theory, and
Ecological Systems Theory. E-learning Theory, which was proposed by
Richard A. Mayer, John Sweller, and Roxana Moreno, emphasizes how
technologies can be used and designed to create new learning opportunities.
Speech Act Theory proposed by the analytic philosopher John Langshaw
Austin, this can be defined as the idea that language contains meaning
beyond just the definition of the words that are used. Ecological Systems
Theory suggests that a child’s development is affected by the different
environments that they encounter during their life, or the influence of social
environments on human development. These theories served as the
backbone of this study which mainly tackles online learning engagement and
the English oral communication. These will provide insights on the effects of
online engagement in language learning and how it should be developed.
Conceptual Framework
This model represents how researchers provided strategies for helping
BEED 3rd Year students improve their communications skills.
This study utilized the –P model in research studies proposing a
program or intervention. The input here was the level of students' online
learning engagement in terms of skills, participation or interaction, emotional
aspect, and performance. For the process, the consolidation and analysis of
data began. After data processing, the output here was the student's level of
oral communication in English in terms of fluency, pronunciation and accent,
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vocabulary, and grammar. Lastly, after the gathered inputs, the proposal of
the intervention program was determined based on the obtained results.
Input Process Output
Level of students’ Consolidation of Students’ level of

online learning data. Oral
engagement in Analysis of the Communication
terms of: data: Skills in English in
a. Skills a. Questionnaire, terms of:
b. Participation/ b. Performance – a. Fluency,
Interaction
c. Emotional based Impromptu b. Pronunciation
Aspect Speech. and accent,
d. Performance
c. Vocabulary,
d. Grammar
Proposed Intervention Program for

developing oral communication in English.
Figure 1. Conceptual Framework of the Study
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Statement of the Problem
Generally, this study aimed to determine the English Oral
Communication Skills of BEED 3rd-year students of Sultan Kudarat State
University as depicted by their online learning engagement. Specifically, this
sought to answer the following:
1. What is the level of students’ online learning engagement in terms of:
a. skills;
b. participation/interaction;
c. emotional; and,
d. performance?
2. What is the level of oral communication skills of BEED 3rd Year
students in terms of:
a. fluency;
b. pronunciation and accent;
c. vocabulary; and,
d. Grammar?
3. Is there a significant relationship between the students’ online learning
engagement level and their oral communication skills?
4. What intervention program can be proposed to develop the English
oral communication skills of students who underwent online learning
engagement?
Significance of the Study
The results of the study is of great benefit to the following:
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Sultan Kudarat State University. It served as a guidance and
awareness to all the university's scope that this data are beneficial in looking
upon the gaps in teaching strategies to process their students' performance
by providing intervention that will be used and applied.
College of Teacher Education. This is beneficial to the development
of oral communication skills of BEED students, especially at the 3 rd year level.
This research serves as resource data for teaching professors in providing a
good foundation in teaching for developing oral communication skills of BEED
students.
Teachers. The result of this study is an aid in the development of new
teaching strategies when it comes to the enhancement of oral communication
skills of BEED 3rd-year students. Gathered data helps teachers to assess
certain gaps in the development of oral communication and apply approaches
to address the lacking.
Students. This study provides learning strategies to strengthen the
English oral communication skills of the BEED 3rd-year student and other
courses. The gathered data are basis for assessing their proficiency in spoken
language and the interventions that need to be utilized to improve their
English oral communication.
Future Researchers. It is useful material for referencing future studies
related to oral communication development. The information from this project
adds to the pool of data or ideas to use in planning and developing the
general project.
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Scope and Delimitation
This study covered the use of the oral communication skills of Teacher
Education students as depicted by their online learning engagement and the
identified intervention for its improvement. It involved the 3 rd year BEED
students of Sultan Kudarat State University, who had been a product of the
online learning modality for the past two years.
This study was conducted within the SY 2022-2023. It did not employ
unrelated engagements within the research's focus.
Definition of Terms
Articulation refers to how the respondents express or state their
speeches coherently.
BEED Students are the study's respondents, particularly the 3 rd-year
BEED students.
Coherence refers to the flow and organization of the respondent's ideas
or messages during an impromptu speaking performance.
College of Teacher Education refers to the locale of the study in which
the respondents
Fluency refers to how the respondent speaks or delivers words during
impromptu speaking.
Impromptu Speaking is the performance-based assessment used for
evaluating the students' oral communication skills.
Intervention is any program or activity to improve BEED students'
English Oral Communication.
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Online Learning refers to the online modality in the past two years of
BEED students where they engaged in the English oral
communication class.
Oral Communication is a verbal form of communication where BEED
students communicate their thoughts, ideas, and information
to others.
Participation/Interaction refers to the engagement of the BEED
students during the online classes.
Performance refers to the action or process shown by the BEED
students during their online learning engagement.
Rubrics refer to the scoring guide used to assess the level of oral
communication skills of 3rd-year BEED students comprised of
the following areas: fluency, pronunciation and accent,
vocabulary, and grammar.
Skills refer to the ability the BEED students showcased during their
online learning engagement.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies from foreign
and local sources. Those included in this chapter help familiarize relevant and
similar information to the present study.
Nature of Communication
Communication is sending and receiving messages through verbal or
nonverbal means, including speech or oral communication; writing and
graphical representations (such as infographics, maps, and charts); and
signs, signals, and behavior. More simply, communication is "the creation and
exchange of meaning." All creatures on earth have developed means to
convey their emotions and thoughts to one another. However, humans' ability
to use words and language to transfer specific meanings sets them apart from
the animal kingdom (Nordquist, 2019).
According to Rogers and Ibrahim (2023), communication is passing
data, starting with one individual and then onto the next. The main reason for
communicating is to pass on the information to the other person. The
communication system is very sensitive as it can be hampered quickly.
Numerous barriers will interfere with the information flow. Therefore, anything
a person wants to say must be clear, or the purpose of the communication will
be destroyed. In any organization, communication follows the flow of
information between the departments and people through various mediums.
These mediums can be verbal, written, or electronic.
According to Hasan et al. (2022), two-way communications inspire,
inform, propose, caution, command, change behavior, and establish better
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connections to make engagement meaningful and to make oneself known.
When a communicator is knowledgeable enough to speak skillfully, clearly,
truthfully, and dynamically, communications become successful. It implies that
a good communicator must be skilled enough to present their ideas. They
must know how to speak and listen carefully to avoid mishaps.
Impromptu Speaking
An impromptu speech is a speech you must make with little or no time
to prepare. It can happen when you attend special events, like weddings or
celebrations. In school, teachers use impromptu speeches as homework
assignments to help you develop communication skills and to help you
prepare for those future life surprises. While this may seem like a cruel trick
from a student's point of view, it builds confidence and is great preparation for
life (Fleming, 2019).
An impromptu speech is a speech delivered with zero preparation. It
can be at an office meeting, job interview, or an event. One needs to be
vigilant and mentally prepared when giving an impromptu speech. The speech
could be as professional as a project update or as casual as a toast at a
wedding. Either way, you are expected to say something smart, witty, and
charming. Impromptu speaking is a great skill because it is something you
learn and develop over time. You get good at impromptu speaking with
practice and feedback ("Impromptu Speech- Learn to Speak on the Spot!,"
2021).
Having multi –purposes, English mastery has become a necessity for
us. Speaking skills should be the priority in English teaching the four language
skills, and speaking skills development cannot be separated from listening.
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One communicative way of developing speaking skills is impromptu speaking,
a method of sudden speaking that depends only on experience and insight by
applying spontaneity or improvisation. It is delivered based on the need to
speak a simple language (Lumettu & Runtuwene, 2018).
Online Learning Engagement
Online learning improves student accessibility. Students must be
organized, self-motivated, and have a high level of time management to
participate in an online program. Online learning methods can be an effective
alternative educational medium for mature and self-disciplined pupils but are
unsuitable for learning environments that depend on the learner. The
challenges of online learning can impact children to a great extent; loss of
motivation, self-discipline, and the need to study are some of the biggest
problems children face. Impacts include the lack of efficiency of technology,
the difficulty for pupils to understand the concepts taught, and online learning
causes social isolation and results in pupils not developing the necessary
communication skills. Factors that determine how well a pupil’s education
performs in online learning include individual learning styles, learning
environments, and the level of parental involvement (Michelle, 2021)
In the study of Secreto and Tabo (2023), it was stated that due to the
pandemic, open and flexible learning had become the norm for schools and
universities, where students get lessons through online classes or study
modules. Acknowledging the difficulties of remote learning, many institutions
allowed more flexibility by providing learners with increased choice and
accessibility to suit their learning conditions. One is making online class
attendance less mandatory compared to the pre-pandemic when attendance
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was strictly implemented in most schools. To a certain extent, this allowed
students to study at their own time and pace and even assume work and
home responsibilities.
According to the study conducted by Arante and Castro (2023), online
learning gives students more time to learn, helps them be more independent,
and improves their creativity in information and communication technology.
On the contrary, the data showed that students get easily distracted. They are
less motivated to participate in online classes caused of several distractions
like lack of internet connection, noisy background, and less interaction with
the teacher. Developing interaction skills to make sense of social presence
between students and instill a positive attitude in them, foster trust between
instructors and students, improve students' learning comfort, and encourage
their engagement are highly suggested.
According to the study by Hollister et al. (2020), students reported
decreases in live lecture engagement and attendance, with 72 percent
reporting that low engagement during lectures hurt their online learning
experience. A majority of students reported that they needed help with staying
connected to their peers and instructors and managing the pace of
coursework. Students had positive impressions, however, of their instructional
staff. Majorities of students felt more comfortable asking and answering
questions in online classes, suggesting that there might be features of
learning online to which students are receptive and which may also benefit in-
person classes.
Most private and public schools have smoothly transitioned to online
platforms such as Zoom, Google Classrooms, and Microsoft Teams. Many
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still need help finding it. The challenges of online learning are multifaceted.
Online learning has played a crucial role during the pandemic, but its
consequences cannot be ignored. Some students can only access online
classes due to the unavailability of smartphones, laptops, and networks.
Unfortunately, the less privileged part of our society has been more on the
receiving end of this (Prakash, 2021).
It may increase the class and demography-based disparity concerning
access to quality education. There are high chances of the students
distracting themselves while learning online. Traditional classroom education
offers the benefit of face-to-face interactions with peers, typically moderated
by a teacher. Physical classroom interaction provides children, especially
those in their early developmental years, a stable environment for social
interactions, helping them develop skills like empathy and cooperation. It
helps their overall development and real-life situations (Prakash, 2021).
McKenna et al. (2022) investigate the impact of COVID-19 on student
engagement and performance in a third-year undergraduate science course
by comparing student activity during emergency online delivery and traditional
mode delivery. They found that the rapid transition to fully online teaching
without physical face-to-face teaching caused by COVID-19 resulted in
learning resources being accessed slower throughout the semester. Student
engagement decreased, as evidenced by lower attendance at tutorials,
despite this being the only virtual face-to-face activity available to students in
this course. Thus, despite the smooth transition to fully online mode, more
was needed to prevent decreased student activity and participation in the
online environment. We observed a downward spiral in student engagement
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and motivation. Results indicate the importance of providing structure and
teacher-student-peer interaction in online delivery modes.
According to Cellini (2021), much more research on virtual learning will
undoubtedly be forthcoming post-pandemic. For now, college professors and
administrators should consider that college students pushed online may need
more preparation for future follow-on classes, their GPAs may be lower,
course completion may suffer, and overall learning may have declined relative
to in-person cohorts in previous years. These results seem particularly
problematic for students with less academic preparation and those in
bachelor's degree programs. The negative learning impacts, reduced course
completion, and lack of connection with other students and faculty in a virtual
environment could ultimately reduce college completion rates.
Alawamleh et al. (2020) studied whether online learning negatively
affects communication between instructors and students and affects students'
productivity levels. They evaluated and suggested improving effective online
communication between instructors and students. Results revealed that the
vast majority agreed with the questions of the study. Students still prefer
classroom classes over online classes due to many problems they face when
taking online classes, such as lack of motivation, understanding of the
material, decreased communication levels between the students and their
instructors, and feelings of isolation caused by online classes.
As stated by (Smith, 2018), students who obtained grammar
instructions through an online program improved their oral communication
skills significantly more than students who did not receive grammar
instruction. Another study discovered that grammar teaching in an online
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course helped students make fewer grammatical errors in their oral
presentations (Jones, 2019).
The study by Hamdan and Amorri (2022) stated that Higher Education
institutions have shifted from traditional face-to-face to online teaching due to
the Coronavirus pandemic, which has forced teachers and students to be put
in a compulsory lockdown. However, online teaching/learning constitutes a
serious challenge that both university teachers and students have to face, as
it necessarily requires the adoption of different new teaching/learning
strategies to attain effective academic outcomes, imposing a virtual learning
world that involves the students' part online access to lectures and
information, and on the teacher's side the adoption of a new teaching
approach to delivering the curriculum content, new means of evaluation of
student's personal skills and learning experience. The findings of their study
show to what extent the students' online learning has or has not led to any
remarkable improvements in the student's academic achievements and
whether or not any substantial changes in their e-learning competence.
A study of Wang (2022) showed that teacher engagement affected
students’ English achievement through the chain mediation of autonomous
motivation and positive academic emotions (enjoyment and relief). Relief
displayed a smaller effect on students’ English achievement than enjoyment
did. These findings elucidate the impact of teacher engagement on students’
English achievement in the online environment and support the utility of self-
determination theory and control-value theory in explaining foreign language
learning.
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According to Michelle (2021), The challenges of online learning can
impact children to a great extent; loss of motivation, self-discipline, and the
need to study are some of the biggest problems children face. Impacts include
the lack of efficiency of technology, the difficulty for pupils to understand the
concepts taught, and online learning causes social isolation and results in
pupils not developing the necessary communication skills. Factors that
determine how well a pupil’s education performs in online learning include
individual learning styles, learning environments, and the level of parental
involvement.
Cellini (2021) stated that the disadvantage of virtual learning is that it
creates a sense of isolation for both the teachers and the students. It is a fact
that all students have different ways of learning and follow different
approaches. Some students can work individually, while others find comfort in
their campus community, with easy access to professors or peer students,
which is an aspect where virtual learning lacks.
Other studies explored the effects of online learning engagement in the
mental health of the students. The study of Azmi, Khan, and Azmi (2022)
confirmed that stress, worry, and fear of examinations, decreased
productivity, and the fact that virtual learning is boring are significantly
associated with increased depression. Our findings also indicate that 75%
(79%) of the students suffer from stress (fear of exams), and that about half of
them have increased levels of depression. It should be noted that the students
are 18–24 year olds. This is consistent with the study, which found that
psychological distress, stress, and anxiety were higher in the younger age
group during the COVID-19 pandemic.
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Oral Communication Skills in English
Globalization has had a profound effect on all aspects of society.
These extraordinary vicissitudes befall those who strongly desire to achieve
something. One of society's current alterations in this globalized world is
enhancing English communication skills. People achieve their intended
objectives when conveying their thoughts and opinions to others. Since
English is a lingua franca of the world, English communication skills are
essential at present, and mastery of these skills is necessary to succeed in
one's chosen field. It is also very evident that, in a globalized world, speaking
is the most important of the four language skills. The language classroom is a
great setting for learning effective communication skills, especially speaking
skills (Robert & Meenakshi, 2022).
English has become the main language of international communication
and is used for intra-national purposes. With globalization, English earns the
role of the main language of international communication; increasingly, it is
also used for intra-national purposes. It becomes compulsory at all
educational levels, whether formal or informal. Oral communication is the skill
that the students will be judged upon most in real-life situations (El-Sayed, El-
Bassuony, and El-Henawy, 2020). It implies that the development of oral
communication in the English language is essential for having global
competence.
Findings of the study conducted by Bagheri (2021) illustrated how
students’ engagement in learning evolves and how speaking modalities may
impact the pattern of students’ engagement over time. The finding also
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suggest one way for improving student engagement without over-intervening
of teachers is using modalities such as forums where the teacher presence is
limited and students have to manage the discourse themselves which in turn
increases student engagement.
Effective oral communication becomes essential to extend the
knowledge of the English language from its written form to share ideas and
insights to address the emerging concerns and challenges of today's
globalized setting. Effective communication and collaboration have been listed
in the Framework for 21st-Century Skills as learning and innovation skills.
Similarly, in the recent reform of the Philippine basic education system, the K
to 12 Curriculum underscores that one of the new learning goals is the
development of effective communication skills among Filipino students (Juan
& Lasaten, 2016).
Learning oral communication in English is crucial. Separa, Generales,
and Medina (2019) stated that in the Philippines, the official languages are
Filipino and English. Considering that English is the medium of instruction for
almost all subjects in the different levels of basic education, it is expected that
every individual who reaches college can speak fluently in both languages.
This system may be rooted in the belief that the earlier English is taught, the
better the results. In the Philippine Educational System, before mother
tongue-based instruction in pre-elementary, students are taught English in
class through different content areas. It can be rooted in the colonial years in
the United States of America in the 1900s, wherein culture is being
propagated through the language used in schools.
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Being exposed to the English language for the first ten years of
education gives the impression that students gain communicative competence
through language learning in school. On the contrary, the language practice of
engaging in casual conversations using the Filipino language becomes the
basis for their language acquisition. However, the reality in the academe
shows that many college students in the Philippines still need to be more
comfortable using the English language, especially when they are required to
do oral presentations, recite and report in class, and even engage in casual
conversations. Their lack of confidence in facing people due to some factors
that hinder them from talking can be attributed to Leon Festinger's Theory of
Cognitive Dissonance. When this happens, students are deprived of the most
humanizing activity in which people engage – that is, conversing with other
people (Separa, Generales, and Medina, 2019)
The Philippines has English curricula at all levels of education that
prepare Filipino students to cope with communication challenges in their
future endeavors. However, this would only be achieved by addressing the
problems the students face in their oral communication courses in English
classrooms. A lack of comfort in communicating with others can be an
unfortunate inhibitor to success. In most communicative activities, oral fluency
is a prerequisite for successful communication, as some students need help
to convey ideas clearly and accurately in speech. Hence, addressing issues in
oral communication is highly significant to make students competent and
skilled in their endeavors (Bastida & Yapo, 2019).
Speaking English is among the targets of language classes in the
Philippine education system, specifically in one of their education subjects,
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Purposive Communication. However, this skill is emphasized in language
classes and other subjects since students' inability or failure to communicate
effectively in English is always pointed out. From a universal perspective,
having a high level of English oral skills enables one to participate in oral
discussions, like communicating opinions, making arguments, and offering
explanations. Communicating orally in English, especially in face-to-face
communications with others in real situations and conditions, is highly
important (Ayawan et al., 2022).
The lack of linguistic knowledge, and the lack of confidence in using
the English language during online classroom discussions, combined with an
inability to grasp ideas, experiencing speaking anxiety, and other external
factors such as having a poor internet connection and the choice of language
used by the teacher during online classroom discussion, were the factors that
influenced the students in using oral communication strategies (Parcon &
Reyes, 2021).
People communicate using different methods, such as sending an
email, talking on the phone, and placing print advertisements in specific
places. Communication is sending and receiving messages between two
people, a person and a group, or a group to a group. Everyone must
communicate their needs and ideas. Every organization must communicate its
products and services. Unfortunately, many people have trouble in this area.
Some do not have the professional impact they need to advance in today's
corporate world (Prabavathi & Nagasubramani, 2018).
Students interact massively daily; they exchange news, thoughts,
feelings, information, and point of view. The student's ability to effectively
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carry out these operations is called communication skills. Today, this ability is
the most critical factor in student life to consider and maintain good
relationships with one another. Every student, therefore, needs these skills
everywhere to avoid misunderstandings (Hallabieh, Hussien, and Sabbah,
2020).
To achieve the purpose of communication, the parties in the
communication process must have interpersonal communication skills.
Although communication is essential in sharing information, ideas, attitudes,
experiences, feelings, and opinions, many university students need more
interpersonal communication skills, which prevents them from achieving
communication goals and causing problems (Hallabieh et al., 2020).
The study of Jarupan (2013) discusses that the informants were
evaluated using tasks made up of organized interviews with images that
highlighted linguistic traits in particular work contexts. The results showed that
the participants varied at an average level and that their considerable oral
English language deficits are primarily due to grammatical mistakes, poor
pronunciation, and using their first language. However, the interaction
component showed that if the students have the technical content schema,
they can interact and communicate in a particular job situation. Results
showed that the first set of the instrument, which was used to indicate the
informants' levels of English proficiency, and the second set, which included a
scoring system and a rubric evaluation to evaluate the students' English
performance as stated in the first set, appeared to be reliable.
A student's unwillingness to talk is one of the main challenges they
face when learning English oral communication skills. The present article
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offers suggestions on how a teacher may structure a lecture so that students
gain more self-assurance when speaking freely in their personal and
professional lives (Jarupan, 2013).
Simon (2019) discusses that students may help learn a language more
effectively, particularly in honing their speaking skills. Also, HTU (Hospitality
and Tourism University) students can exchange ideas and opinions with one
another through brainstorming and peer collaboration, and those low-
achieving students can benefit from the assistance of their high-achieving
peers. Also, the recent study might offer current language teachers a more
effective instruction technique. It can aid language teachers in developing
their students' independence and critical thinking skills and improving their
capacity for communicative application, integration, and synthesis. Teachers
can also create custom teaching methods appropriate for different EFL
(English as a Foreign Language) student proficiency levels.
Kurniasai (2016) stated that one strategy for the teacher in the
classroom to encourage spoken communication among the students
promoting the Zone of Proximal Development is destroying (ZPD). To ensure
that ZPD occurs in the classroom, the teacher must use their knowledge of
the kids' speaking abilities and a few tactics. In addition, there were five more
factors that the teacher did in class to encourage spoken communication
among the students using knowledge of skills and the PYP Language Scope
and Sequence; students displayed a variety of similar patterns in their oral
communication skills.
Hadina and Seraj (2021) suggest that more empirical studies are
needed to find ways to deal with these problems in developing learners'
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OECS (Oral English Communication Skills) in EFL (English as a Foreign
Language) contexts. For developing learners' OECS skills, there is a need to
innovate oral skills teaching and assessment methods. Thus, the findings
could extend the knowledge of language teaching, providing an overview of
accumulating issues like problems and methods for developing EFL learners'
oral English communication skills in EFL contexts.
Maarof (2018) discusses how role-playing and simulation techniques
affected the oral communication abilities of engineering students at the
Malaysian Polytechnic. The results revealed that the role-play and simulation
group's pre-test and post-test scores significantly differed from the
conventional groups. The results showed that after being exposed to the role-
play and simulation technique in the ESL oral communication skills sessions,
the students in the role-play and simulation group performed better in the
post-test compared to the pre-test. The study concludes that simulation and
role-playing activities can help students' oral ESL communication skills.
Valencia and Ortega-Dela Cruz (2023) state that good oral
communication skills are necessary to help people understand and process
information. Aspiring language teachers must be able to exemplify good
verbal ability to become competent in their fields. Therefore, developing a
future teacher's ability to communicate in English is important, especially in
today's generation, where students are now in 21st Century Education.
Students must be able to adapt their competencies in the 21st Century.
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Synthesis of the Related Studies
The above foreign and local studies provide information supporting this
study's scope. In the twenty-first Century, communication is one of the most
important skills to thrive. Specifically, the ability to be literate enough in
English for oral communication. Studies show how important oral
communication in English is, so it is necessary to develop oral communication
skills in all fields of specialization. Education courses are one of these
specializations.
It is critical in this field because they are future educators and

professionals in the Philippines and globally competitive educators in the
twenty-first Century. Belaman et al. (2022) stated that communication and oral
presentation skills are becoming more important today. According to Ayeni
(2011), teaching is a process that involves bringing about desirable changes
in learners so as to achieve specific outcomes. In this case, the high level of
performance in class shows that the teaching process has been good at
getting students interested in learning and making it easier for them to do so.
The importance of speaking is acknowledged in the daily life of

students. Students must have the necessary skills to compete in the global
economy and succeed professionally. The skills needed to excel in English
are becoming more prevalent globally. The 21st Century demands that
graduates have the necessary skills to effectively communicate with others
and acquire effective oral presentation skills.
Furthermore, there needs to be more online and in-person learning and
communication. In contrast to online learning, which has several ambiguities
and unpredictable setups, students can learn real-life experiences through in-
person contact in the classroom setting. It will be a potential drawback in
establishing good oral communication, which is essential in the 21st Century.
25
CHAPTER III
METHODOLOGY
This section of the paper presents a comprehensive description of the
procedures in the investigatory and the techniques used in gathering the
experiment results. It gives information on the study’s research design, locale,
sample and subjects, sampling technique, data gathering instrument, data
gathering procedure, and statistical techniques employed in analyzing the
gathering results.
Research Design
This study will use descriptive-correlational design to determine the
level of the student's online learning engagement and the level of oral
communication skills of the respondent and if there is a significant
relationship between the two levels mentioned.
Descriptive correlational design is used in research studies that
provide static pictures of situations and establish the relationship between
different variables (McBurney & White, 2009).
Locale of the Study
This study will be conducted at Sultan Kudarat State University,
ACCESS Campus, EJC Montilla, Tacurong City, Sultan Kudarat, Mindanao,
Philippines. This school provides instruction in science and technology,
agriculture, fisheries, and education. The university meets the study's criteria
outlined by the Commission on Higher Education (CHED) in its Memorandum
Order No.04 series for 2020 Chedro3. (n.d.), subject to the guidelines for
implementing flexible learning, the university utilized online learning modality
26
during the academic years 2020-2021, 2021-2022, and the modified face-to-
face 2022-2023 1st semester. The respondents have also undergone online
learning engagement from 2020-2023, which makes alignment with the study
achievable as the respondents are enrolled in the said university, and the
locale is reachable and within the scope of the researchers.
Figure 2. Map of the College of Teacher Education marked by the red

location tag inside the Sultan Kudarat State University – ACCESS Campus
Respondents of the Study
The respondents of this study will be the one hundred fifty-two (152)
third-year students resulting from the total population size with the utilization
of the Solvin formula, and the respondents are enrolled in the BEED program
for the Academic Year 2022-2023 and have been undergoing online learning
engagement for two years. They will be selected from the five (5) sections,
wherein the first section comprises fifty-four (54) respondents, the second
section has a total of fifty-five (55) respondents, the third section has a total of
fifty-four (54) respondents, the fourth section has a total of fifty-three (53)
27
respondents, and lastly, the section has thirty (30) students, which has two
hundred forty-six (246) BEED students. They are the ones who are suitable
respondents based on the criteria that have been set, which is that the
respondent should have undergone two (2) years of online learning
engagement during the pandemic.
Sampling Technique
Stratified random sampling is a method of sampling that involves the
division of a population into smaller subgroups known as strata (Hayes,
2023). The researchers will employ a probability-type sampling technique,
specifically stratified sampling, in which they randomly choose a subset of a
population using the fishbowl technique, giving each population member an
equal chance of being chosen. A Slovin formula will be used to determine the
sample size. The solution is shown below.
Whereas:
n - the sample size
N - total population (256)
e - margin of error (5% or 0.5)

❑❑❑
2 37 0.052+237 +1 237
n= n= ❑❑
n= n=1 48.82
1+237 ¿ ¿ 1.592 1.592
Table 1. Sample Size and Total Population of the Respondents
Section Total Population Total Sample Size
28
A 52 30
B 41 30
C 49 30
D 51 30
E 44 29
Total 237 149
Data Gathering Instrument
To obtain the student’s online learning engagement, the researchers
will adopt a researcher-made instrument from the study of Nasir, M. A. M.,
Janikowski, T., Guyker, W., & Wang, C. C. (2020). Modifying the Student
Course Engagement Questionnaire for Use with Online Courses. Journal of
Educators Online, 17(1), n1, will contain questions based on the study's
objective.
Part I, which is based on the statement of the problem I, is a 23-item
instrument designed for use with undergraduate students to measure four
dimensions of college students' engagement with their online learning: Skills
engagement: 1–9 questions that represented student engagement through
practicing skills (e.g., taking good class notes); participation/interaction
engagement: 10–15 questions that measured the level of interaction with
either instructors or fellow students (e.g., helping fellow students); emotional
engagement: 16–20 questions that measured the level of emotional
involvement with class material (e.g., really desiring to learn the material); and
performance engagement: 21–23 questions that measured the level of class
29
performance or learning outcomes (e.g., doing well on tests); A Likert scale
will evaluate the responses with the interpretation of the following scale:
Table 2. Rating Scale and Interpretation on Student’s Online Learning
Engagement
Scale Mean Verbal Interpretation

Description
5 4.21 – 5.0 Very HIgh The students

show active
participation in
every online
session.
4 3.41 – 4.20 High The students

often engage in
online sessions.
3 2.61 – 3.40 Moderate The students

occasionally
engage in online
sessions.
2 1.81 – 2.60 Low The students

rarely participate
in online
sessions.
1 1.00 - 1.80 Very Low The students do

not participate in
online sessions.
Part II is based on the statement of problem II, a performance based
on impromptu speaking, and the rubrics will be adapted from the Delaware
City Schools.. It is an impromptu speaking presentation wherein the
researchers provide guidelines to be followed by the respondent. The
researchers will provide a list of words the respondents would use to relate
the chosen topic based on their beliefs, lives, and experiences.
30
Researchers provided a set of criteria for the five (5) evaluators of the
said performance, namely: a) the evaluator should be an English teacher; b)
they must be teaching in a university; c) the evaluator should not have a
mutual relationship with the respondent for the fairness of the study. The
entire performance of the respondent will be recorded and documented since
the said performance will not be conducted in the presence of the evaluators.
It will be used as a tool for the evaluator to determine how to rate the
respondents' performance.
Table 3. Rating Scale and Interpretation on Impromptu Speaking
Scale Mean Verbal Interpretation

Description
5 4.21 – 5.0 Excellent The student

exhibits
outstanding
speech delivery,
ideas
construction,
pronunciation,
and grammar.
4 3.41 – 4.20 Good The student

adequately
delivers the
speech and
constructs ideas.
3 2.61 – 3.40 Average The student

possesses a
good delivery of
a speech.
2 1.81 – 2.60 Poor The student

barely showed
the proper
delivery of a
speech.
1 1.00 - 1.80 Very Poor The student
31
never showed
the proper
delivery of a
speech.
Data Gathering Procedure
To collect the relevant data from respondents, the presentation and
approval of the study will come first. The letters will be made and sent to the
researchers will send a letter to be signed by research advisers and approved
by the college dean, obtaining permission to conduct the data gathering. After
approval, the researchers will contact the subjects to set a schedule for the
data collection.
Once the schedule is set, the researchers meet with the subjects and
ensure that there is informed consent from them, as part two (2) of the survey
includes the use of any electronic devices for recording and documentation
purposes, as the whole performance of the respondent's impromptu speaking
will be recorded and evaluated with the evaluators. Upon having such a study,
there is an expectation that they are fully aware of both the study's benefits
and actual or potential risks. Lastly, the researchers collected the
questionnaires to be interpreted and analyzed.
32
APPROVAL FOR THE CONDUCT OF THE
STUDY
CONTACT THE SUBJECTS, ORIENTATION,

AND SET A SCHEDULE
DISTRIBUTION OF QUESTIONNAIRES FOR

STATE OF PROBLEM 1
RECORDING OF PERFORMANCE-BASED
IMPROMPTU SPEECH
DATA WILL BE COLLECTED, EVALUATED,

SCORED, TALLIED, AND ANALYZED
Figure 3. Process of Data Collection
Statistical Treatment
33
To collect the relevant data from respondents. The presentation and
approval of the study come first.
Mean and Standard Deviation will be used to measure the general
responses of the respondents based on the statements of problems 1 and 2
and utilize the Likert scale to rate and interpret the result. A Likert scale will be
employed to analyze the collected data. This test will determine the level of
the student's online learning engagement and the level of oral communication
skills of the respondent.
The Pearson correlation coefficient will be utilized to determine if there
is a significant relationship between the level of the student’s online English
engagement and the level of the respondent's oral communication in English.
Mean Formula:
m=
∑ of theterms
number of terms
Where:
m = mean
Standard Deviation Formula:
√
❑
σ = ∑ ❑¿¿¿
❑
Where:
σ = population standard deviation
N = the size of the population
xi = each value from the population
μ = the population mean
34
Figure 4. The formula for Mean and Standard Deviation
Figure 5. The formula for the Pearson correlation coefficient
CHAPTER IV
RESULTS AND DISCUSSION
35
This chapter presents, analyzes, and interprets the results of the data
gathered during the conduct of the study. This discusses the level of
students’ online learning engagement in terms of skills,
participation/interaction, emotions, and performance and the level of oral
communication skills of BEED 3rd-year students in terms of fluency,
pronunciation, and accent, vocabulary, and grammar. It also reveals the
significant relationship between the online learning engagement level and the
oral communication skills of BEED third-year students.
Table 4.Students level of online learning engagement in terms of
practicing skills.
Indicators Mean Verbal

Description
1. Make sure to study regularly. 3.57 High
2. Exerting effort. 3.79 High
3. Doing all homework problems. 3.99 High
4. Staying up to date with the readings. 3.41 High
5. Review class notes between classes to ensure I 3.5 High
understand the material.
6. Being organized. 3.76 High
7. Taking good notes in class. 3.56 High
8. Listening carefully in class or carefully reading 3.67 High
online course discussion posts.
9. Coming to class or logging on to the class 3.98 High
webpage regularly.
AVERAGE MEAN 3.69 High
As shown in the table, from 1-9 questions presented the student’s
engagement through practicing skills (e.g., taking good class notes); Makes
36
sure to study regularly, exerting effort, doing all homework problems, staying
up to date with the readings, Review class notes between classes to ensure I
understand the material, being organized, taking good notes in class, listening
carefully in class or carefully reading online course discussion posts, coming
to class or logging on the class webpage regularly have the same descriptive
rating of high with means ranging from 3.41 – 4.20 appropriately with a
standard deviation of 0.87 and have an interpretation of often in engaging
online sessions.
Overall, the average mean of the student’s engagement through
practicing skills is 3.69 and has a descriptive rating of high. This means that
the students often engage through practicing skills. This implies that the
BEED-third-year students are always engaged in online learning sessions.
This outcome supports the claim of Xhaferi (2020), that online teaching
and learning have become a necessity for education around the globe during
COVID 19-pandemic. There are several challenges that are faced during
online classes because the students must have strong self-motivation skills
and be much disciplined to achieve the desired learning results.
Table 5. Students level of online learning engagement in terms of
interaction.
37
Description
1. 10. Helping fellow students. 3.67 High
2. 11. Raising my hand in class or answering 3.25 Moderate
questions in class.
3. 12. Participating actively in small-group 3.65 High
discussions.
4. 13. Having fun in class. 3.84 High
5. 14. Asking questions when I need help 3.56 High
understanding the instructor.
6. 15. Going to the teacher during her free hours 2.86 Moderate
to review assignments or tests or to ask
questions.
Based on the result, all the indicators of the level of interaction with
either instructors or fellow students of BEED 3rd year students; Helping
fellow students show that peer-to-peer learning and support can benefit both
the helper and the helped and contribute to a positive classroom
environment, the mean score was 3.47 with a standard deviation of 0.98,
indicating a high level of interaction; Raising my hand in class or answering
questions in class has a verbal description of a moderate level of
engagement means that some students may feel uncomfortable speaking up
in class and students may need additional support and encouragement to
participate in class discussions. Similarly, Participating actively in small-group
discussions, Having fun in class, Asking questions when I need help
understanding the instructor, and Going to the teacher during her free hours
to review assignments or tests or to ask questions, also yielded high mean
scores and standard deviations, suggesting that the students consistently
demonstrated a high level of interaction with either instructors or fellow
38
students. Overall, the average mean is 3.47, which shows that the students
are interested in learning and want to do well. All of the descriptive ratings
show a high level of engagement, which supports the idea that students are
participating and doing well in their online learning environment. It also shows
that BEED 3rd-year students are willing to help each other and work together
to reach their academic goals.
Moore's "Social Presence Theory," which says that students and
teachers need to talk to each other in online classes to make people feel like
they belong and are interested, fits with the results. Students who say they
feel like they are part of a group in their online classes tend to have a better
overall learning experience and are happier with their courses.
Table 6. Students level of online learning engagement in terms of
emotional involvement.

Description
39
1. Finding ways to make the course 3.43 High
interesting for me.
2. Applying the course material to life. 3.63 High
3. Finding ways to make the course 3.69 High

interesting for me.
4. Thinking about the course between 3.44 High

class meetings.
5. Desiring to learn the materials. 3.91 High
The result indicates a high level of emotional involvement with class
material among BEED third-year students during their online learning.
"Finding ways to make the course interesting for me," has a mean score of
3.62, indicating a high level of emotional involvement. It indicates that
students actively sought ways to engage with the course material and make it
more interesting for themselves; Applying the course material to life, Finding
ways to make the course interesting for me, Thinking about the course
between class meetings, and Desiring to learn the materials, indicating a very
high level of emotional involvement. This shows that the students had a
strong desire to learn and get involved with the course subject. It also shows
how emotionally involved they were.
Overall, the data show that BEED students in their third year showed a
lot of emotional involvement with their online learning. This high level of
emotional involvement suggests that students were actively engaged with the
subject, looking for ways to make it interesting and applying it to their own
40
lives. It fits with the idea that students who feel a strong sense of community
and participation in their online classes tend to learn more and be happier
with their courses.
Emotions are a big part of learning and remembering, which is what
the theory of emotional participation says. The results agree with this theory.
When students care about what they are learning, they are more likely to pay
attention, remember what they have learned, and use what they have learned
in new situations.
Table 7. Students level of online learning engagement in terms of class
performance or leaning outcomes.

Description
1. Getting a good grade. 3.71 High
2. Putting forth effort. 3.67 High

3. Doing well on tests. 3.66 High
Based on the results, it indicates a high-level performance of BEED 3 rd-
year students on which they are getting good grades, putting forth effort,
doing well on tests and has an overall mean score 3.68. This shows that
students are more likely motivated and strive for progress in academic
performance. Assessing the performance of students is one of the
fundamental needs in teaching in order to measure the progress of student
learning. Also, It will determine the strengths and weaknesses of students.
41
According to Ayeni (2011), teaching is a process that involves bringing
about desirable changes in learners so as to achieve specific outcomes. In
this case, the high level of performance in class shows that the teaching
process has been good at getting students interested in learning and making
it easier for them to do so.
Based on these results, we are able to predict that students are
interested in their studies and will continue to do well. This good success can
affect how they do in school in the future and how they feel about school in
general.
Self-Determination Theory (SDT), which says that people are
motivated when their basic psychological needs for autonomy, competence,
and connectedness are met, could explain these results. The student's high
level of success may be due to their sense of autonomy in trying to get good
grades, their sense of competence in putting in effort, and their sense of
connection to the academic context in doing well on tests.
In short, the results of the first table show that BEED third-year
students do well in class. This shows that students are trying to do better in
school and are motivated to do so. These results are good because they
show that the students are interested in their studies and have the ability to do
well in the future. Self-determination theory's underlying theory tells us more
about what drove them to do well.
Table 8. Students level of online learning engagement.

Description
Skills 3.69 High
42
Participation/Interaction 3.47 High
Emotional 3.62 High
Performance 3.68 High
The table above states that level of interaction got the lowest mean of
3.47 out of the five (5) online learning engagement and practicing skills got
the highest mean which is 3.69. To support it, Shantal Roddy and her
colleagues’ claims on their paper published last 2017 that prospective
students who want to retrain, up skill, or pursue further education specifically
in online setting are in high demand for practical skills. It is hypothesized that
the intense learning environment's rapid pace will put more pressure on
teachers, students, and support systems.
To find predictors of success in online learning environments that are
intensive, more research is necessary. More to that, in the study of Zulaikha
Mohd Basar and her team (2021), suggest that online learning must be
implemented immediately due to the COVID-19 pandemic. On the other hand,
not much is known about the students' struggles and how effective it is. Their
capacity for group work was moderate (66.7%), but their motivation for online
learning was low (41.5%). Also, 98% of them concurred that traditional
instruction—that is, in-person instruction—was crucial to their learning.
Table 9. Level of Students’ English Oral Communication in terms of
Fluency.
Indicators Mean Standard Verbal
43
Deviation Description
Evaluator 1 3.11 0.82 Average
AVERAGE MEAN 3.20 0.85 Average
Based on the result, the average mean score for all evaluators is 3.20,
indicating an overall average level of fluency among the students. The
standard deviation (SD) is 0.85, showing a moderate level of variability in the
fluency scores.
This corresponds with what MacIntyre, Baker, and Galante's (2014)
study found, which found that anxiety can have a negative impact on fluency.
The study examined the relationship between anxiety and fluency in a group
of ESL learners. The results showed that learners with higher anxiety levels
had lower fluency scores.
Chen and Zhang (2017) found in their study that motivation can help
with fluency. The study examined the relationship between motivation and
fluency in a group of ESL learners. The results showed that students who
were more motivated did better on the fluency test.
However, the different levels of fluency show that some students might
need more help or practice to improve their speaking skills. For all students to
become more fluent, teachers need to give those tailored lessons and plenty
of chances to practice speaking.
Overall, the results show that students have an average level of
fluency. However, the different levels of fluency show that some students
44
might need more help or practice to improve their speaking skills. Studies
have shown that a feeling of ease is a key part of being able to communicate
and use a language well. Developing fluency requires regular practice and
exposure to authentic language use.
Pronunciation and Accent
Indicators Mean Standard Deviation Verbal

Description
According to the results, the average mean score for all evaluators is
3.13 with an overall average level of pronunciation and accent among the
students. The standard deviation (SD) is 0.77, resulting in an average level of
variability in pronunciation and accent scores.
This supports the study of Tsang (2022), that Learners’ anxiety has
drawn widespread attention in the field of second language / foreign language
(L2/FL) teaching and learning (e.g. classroom anxiety, communication (with
foreigners) anxiety, and anxiety associated with the four macro-skills, namely
listening, reading, speaking, and writing). However, this topic is under-
explored in L2/FL public speaking (e.g. oral presentations in academic
studies), in which anxiety is especially prominent. This study investigated the
45
relationships between EFL (English as a foreign language) learners’ anxiety in
public speaking, self-perceived pronunciation competence, and actual
speaking proficiency. The results indicated that the learners with anxiety in
public speaking had lower level of pronunciation and accent scores.
According to the study of Salem (2019), the fact that TED Talks
speakers come from all over the world teaches students that learning English
entails more than just excellent pronunciation; it also entails knowing how to
utilize language to communicate, whether true or false.
Furthermore, TED Talks was applied in their online public speaking
class, their pronunciation skills and accent improved for several logical
reasons and of course after they felt how TED Talks can help them in their
speaking learning process during online learning. The pronunciation and
accent of these words helps them in improving their scientific pronunciation
and accent.
fluency. However, the different level of pronunciation and accent proves that
well-equipped students with the necessary tools have effective
communication and expressing their opinions. This resulted in students
enhancing their pronunciation and accent in utilizing tools that could help gain
effectiveness in communicating.
Vocabulary.

46
Based on the result, the average mean score for all evaluators is
3.173, implying that the overall average level of vocabulary among the
students. The standard deviation (SD) is 0.748, in which it suggests an
average level of variability in the vocabulary scores.
Based on the study of Alchmaba (2021) it states that reading builds
students’ vocabulary which enhance other skills. However, each individual
has a different habit in reading that depends on many factors. The results
suggest that study more on how reading habits can improve vocabulary from
more specific aspects such as preference, frequency of reading and age.
vocabulary. However, the different levels of vocabulary show that some
students need more time to enhance their vocabulary by the influence of
reading habits. The result of the study showed that in order to improve their
vocabulary they must ensure to cultivate their reading habit. Reading habits
are essential for academic achievement and language development of the
students.
Grammar.

47
Based on the result, the average mean score for all evaluators is
3.173, implying that the overall average level of vocabulary among the
students. The standard deviation (SD) is 0.78, in which it suggests an average
level of variability in the vocabulary scores.
As stated by (Smith, 2018), students who obtained grammar
instructions through an online program improved their oral communication
skills significantly more than students who did not receive grammar
instruction. Another study discovered that grammar teaching in an online
course helped students make fewer grammatical errors in their oral
presentations (Jones, 2019).
According to the findings, grammar enhancement can be a beneficial
technique to improve oral communication skills and online learning
engagement. Grammar progress is a critical goal for online learners, and
instructors can incorporate grammar education into their courses in a variety
of ways, including online grammar exercises, video tutorial, and peer
evaluation. Online learners can improve their oral communication skills,
confidence, and overall online learning experience by strengthening their
grammatical skills.
Table 13. Students’ Level of English Oral Communication.
48
Oral Communication Mean Standard Verbal
Skills Deviation Description
Fluency 3.20 0.85 High
Pronunciation and 3.13 0.77 Moderate

accent
Vocabulary 3.17 0.74 Moderate
Grammar 3.17 0.78 Moderate
AVERAGE MEAN 3.16 0.78 Moderate
Based on the result, the average mean score is 3.16, the table above
shows the level of pronunciation and accent got the lowest mean score and
fluency got the highest mean score, out of four (4) levels of oral
communication skills. To support it, according to Gilakjani (2012), “learners
with good English pronunciation are likely to be understood even if they make
errors in other areas, whereas learners with bad pronunciation will not be
understood, even if their grammar is perfect. Such learners may avoid
speaking English and experience social isolation, employment difficulties, and
limited opportunities for further study. In addition to this, one of the major
characteristics of communicative competence is fluency. Oral fluency is a
specific feature characterizing the level of speaking skills that manifests itself
in the learner's ability to speak freely without unnecessary pausing and with a
prosody of speech, syntax, and vocabulary range comparable to those
characteristic of the speech of a native speaker (Polyakov & Tormyshova,
2014).
Table 14. Results of Correlational Analysis between Students’ Online
Learning Engagement and English Oral Communication Skills.
49
Variables Correlation Verbal Critical Interpretation
Coefficient Description r
(r)
Students’ online -0.04 Negligible 0.159 No Significant
learning relationship Relationship
engagement and
English oral
communication
skills
Based on the table above, the computed r-value of -0.04 is less than
the critical value of 0.159 at .05 alpha, hence there is no sufficient evidence to
reject the null hypothesis. This means that the online learning engagement is
not significantly related to English Oral Communication Skills of the students
or any of its domains.
The Pearson correlation coefficient measures the strength and
direction of a linear relationship between two variables. In this case, the
coefficient of -0.04 suggests a weak negative correlation. This implies that
online learning engagement does not affect the English oral communication
skills of the students, hence there is a possibility that the online learning
engagement affects other aspects of the students’ lives since the result
showed high level of online learning engagement among the respondents.
However, this correlation is weak and not considered statistically significant.
The computed r value of -0.04 is less than the critical value of 0.159
and does not meet the conventional threshold of 0.05(or a lower value) that is
commonly used to determine the statistical significance. This suggests that
the observed correlation could plausibly occur due to random chance rather
than reflecting a true underlying relationship.
Therefore, online learning engagement does not affect the oral
communication skills of the BEED students. However, the level of online
50
engagement of the students is high and it may affect other aspect. According
to Michelle (2021), the challenges of online learning can impact students to a
great extent; loss of motivation, self-discipline, and the need to study are
some of the biggest problems children face. Impacts include the lack of
efficiency of technology, the difficulty for pupils to understand the concepts
taught, and online learning causes social isolation and results in pupils not
developing the necessary communication skills.
Similarly, Cellini (2021) stated that the lack of face-to-face
communication is linked to many of the disadvantages of online learning that
we already mentioned. A lack of face-to-face interaction with the instructors or
other peers inhibits student feedback, causes social isolation, and may lead to
students feeling unmotivated since there is no sense of pressure from the
teacher. This underscores that there are other underlying effects that the
online learning has brought to the students.
Additionally, the study of Azmi, Khan, and Azmi (2022) confirmed that
stress, worry, and fear of examinations, decreased productivity, and the fact
that virtual learning is boring are significantly associated with increased
depression. This implies that other potential drawbacks may occur as an
effect of online learning engagement other than the English oral
Moreover, based on the given data and interpretation, it can be
concluded that there is no significant relationship between online learning
engagement and English oral communication skills in the context being
studied. In other words, the data does not provide sufficient evidence to
suggest that the two variables are strongly connected in this particular study.
51
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter shows the summary, findings, conclusions and
recommendations of the result obtained in the study.
Summary
52
In summary, the information extracted from the respondents is
based on situating the English oral communication of the 3rd year Teacher
Education students of Sultan Kudarat State University who have been a
product of online classes for the past 2 years. This study wants to expose the
impact of online class engagement in language learning. It identified the (1)
level of students’ online learning engagement in terms of skills;
participation/interaction; emotions; and performance; (2) level of oral
communication skills of BEED 3rd Year students in terms of: fluency;
pronunciation and accent; vocabulary; and Grammar; (3) the significant
relationship between the students’ online learning engagement level and their
oral communication skills; (4) the intervention program can be proposed to
develop the English oral communication skills of students who underwent
online learning engagement.
The participants of the study were 152 third-year BEED
Students of the College of Teacher Education at Sultan Kudarat State
University-ACCESS campus, resulting from the total population size. A
Stratified random sampling method was used.
The study utilized a non-experimental research design, specifically a
descriptive-correlational research design. In gathering the needed data, two
(2) sets of questionnaires were utilized, in which Part I consisted of sets of
questions based on the statement of problem I, which was a 23-item
researcher-made instrument validated by content experts, to measure the
four dimensions of college students' engagement with their online learning:
skills engagement, participation/interaction engagement, emotional
engagement, and performance engagement. A Likert scale was used to
53
evaluate the responses. In addition, Part II consists of sets of questions
based on the statement of problem II, a performance based on impromptu
speaking, and rubrics adapted from the Delaware City Schools. The
researchers provide a list of words the respondents would use to relate to the
chosen topic based on their beliefs, lives, and experiences.
Findings
The following are the significant findings of the study:
In terms of the level of the student’s online learning engagement in
terms of skills, the students showed an average mean of the student’s
engagement through practicing skills is 3.69 and has a descriptive rating of
high; in terms of the level of interaction with either instructors or fellow
students the mean score was 3.67 with a standard deviation of 0.96,
indicating a high level of interaction; when it comes to level of emotional
involvement with class material among BEED third-year students during their
online learning, it has a mean score of 3.43, indicating a high level of
emotional involvement; and lastly the level performance of BEED 3 rd- year
students during their online class has an overall mean score 3.68 with a
descriptive rating of high, this shows that students are trying to do better in
school and are motivated to do so. These results are good because they
show that the students are interested in their studies and have the ability to
do well in the future.
The level of oral communication of BEED 3rd year students in terms of
fluency, the average mean score is 3.206 indicating an overall average level
of fluency among the students and the standard deviation (SD) is 0.858;
when it comes to pronunciation and accent the average mean score is 3.132
54
with an overall average level of pronunciation and accent among the students
with a standard deviation (SD) of 0.77; the vocabulary has an average mean
score of 3.17, implying that the overall average level of vocabulary among the
students with a standard deviation (SD) of 0.748; next is the grammar with a
mean score of 3.17 with a descriptive rating of an average with a standard
deviation (SD) of 0.78; and lastly is the details with a descriptive rating of an
average and a mean score of 3.29 with a standard deviation of 0.74.
Based on the data gathered, the result indicates that the analysis
showed no significant relationship between students' online learning
engagement level and their oral communication skills with a Pearson r
correlation coefficient of -0.037.This suggests that although students were
engaged in online learning, it did not directly impact their oral communication
abilities.
Conclusion
According to the findings of this study, BEED third-year students
exhibit a high level of engagement during their online engagement in terms
of: practicing skills, interacting with instructors or fellow students, emotional
involvement with class material, and class performance or learning
outcomes. It reveals that the students are strongly driven to learn,
independent of the modality of the class, and that they are always engaged in
online learning sessions, willing to support one other and collaborate to attain
their academic goals.
However, the two variables showed no significant relationship between
students' online learning engagement level and their oral communication
skills. This shows that, despite the fact that students participated in online
55
learning, it had no direct impact on their oral communication skills. Hence,
English oral communication should always be given an emphasis. The study
of Albalawi and Nadeem (2020) suggests that teaching methods are
sometimes, given less importance, whereas, they play a very important role to
have a successful communication process in the class. For the sake of
effective communication, teaching methods should be carefully selected,
designed and implemented.
The study emphasized the importance of students’ oral communication
skills in English. Since the respondents are future educators it is important for
them possess good English oral communication skills to influence and
motivate their students to create an interactive classroom environment in the
21st Century.
Furthermore, when planning and implementing online learning
programs, educators and future researchers should take these findings into
account. Strategies that promote active participation, increase vocabulary
development, and improve oral communication skills can establish a
supportive and interactive learning environment, enhancing students' overall
learning experiences. National University (2023) stated that ineffective
modality may greatly affect the performance of the students, in an e-learning
setting, communication is often asynchronous, which means there’s a gap
between teacher and student. It’s easy for misunderstandings to develop in
these gaps — sometimes, allowing a problem to snowball before it can be
corrected. This indicates that face-to-face modality is more interactive than of
online learning allowing students to communicate with their teachers well and
letting them gain more knowledge.
56
In conclusion, this study gives useful information about students' online
learning experiences and oral communication skills. It highlights the
importance of encouraging active participation and adopting effective ways for
improving oral communication skills. Educators can better assist students'
academic growth and performance in the online learning environment by
addressing these issues.
Recommendations
Based on the insightful findings of the study, several recommendations
can be formulated to enhance language use and proficiency within the
classroom environment:
1. Add more respondents: the larger the sample size, the more accurate
the average values and reliable the results will be. This research will be
more liable and valid if more respondents are added—at least 10% of
the total population of BEED 3rd year students.
2. Situating oral communication skills in English as depicted by face-to-
face learning engagement as the basis for the intervention program:
Educators can also try to evaluate the student's oral communication
skills through an asynchronous type of learning since oral
communication is more reliable and effective when done face-to-face.
3. Elaborate on different oral communication skills: Since students have
different ways and styles of communicating, some are not comfortable
with public communication, group discussion, and presentations, and
some are confident in interpersonal communication and intrapersonal
57
4. Encourage teachers to foster an interactive classroom environment
that promotes active participation and engagement for students with
different levels of English oral communication skills. Utilize techniques
such as group discussion or performance-based tasks to assess the
level of their oral communication skills.
5. Future researchers should dig deeper into other factors that can affect
the English oral communication skills among students. By unraveling
other existing factors, researchers can provide more comprehensive
understanding on situating English oral communication skills.
58
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CHAPTER I

Background of the Study

Our ability to communicate in English is crucial in the globalized world

advanced civilization. The capacity to develop efficient verbal and written

communication is one of those survival abilities. Using spoken words to

communicate is known as oral communication. It is a spoken type of

In a global context, it will be easy to express opinions, make

arguments, offer explanations, transmit information, and make impressions

personal lives, future workplaces, social interactions, and political endeavors

On the other hand, as the pandemic spread, there was a change in

educational system implemented distance learning with the help of

technology. Online teaching has the potential to transcend geographical

boundaries, is flexible, learner-centered, and can help students develop self-

directed learning skills. The recently introduced competency-based curriculum

has also advocated e-learning as an indispensable tool for self-directed

Learning (Saiyad et al., 2020).

the effectiveness of online courses. A literature review indicates that online

and traditional classroom learning comparisons have not produced consistent

results across studies.

The findings of the study conducted by Parcon and Reyes (2021)

revealed that 18 out of 34 oral communication strategies in Dornyei and Scott

(1997)’s taxonomy of oral communication strategies were implemented during

online classroom discussions. The lack of linguistic knowledge (vocabulary

and structure of the English language), and the lack of confidence in

using the English language during online classroom discussions, combined

of language used by the teacher during online classroom discussion,

strategies during online classroom discussion. This further suggests that

learning oral communication in English is not straightforward, particularly in

fully observe or keep track of what is happening to the pupils.

Thus, this study is proposed. Moreover, the researcher observed how

the COVID-19 pandemic changed language teachers' pedagogical approach

to teaching English through online platforms. Specifically, some language

the topic being asynchronously discussed.

Flores and Lopez (2011) stressed that possessing excellent oral

communication skills and linguistic structure is advantageous to students and

articulate, convincing, credible, educated, and professional. Also, in the study

successful teacher is a good command of English, particularly speaking skills.

Many studies back up the value of Oral Communication in English and

much research that shows the aftereffects of online programs in acquiring

Oral Communication in English students. Young and Duncan (2014) found

teaching effectiveness than those in traditional courses. Online students

more difficulty due to working in an asynchronous learning environment.

online classes. Hence, becomes potential drawback in learning oral

communication, especially those Teacher Education students.

Moreover, the researchers conducted this study to situate the English

oral communication of the 3rd year Teacher Education students of Sultan

This study utilized E-learning Theory, Speech Act Theory, and

Ecological Systems Theory. E-learning Theory, which was proposed by

Richard A. Mayer, John Sweller, and Roxana Moreno, emphasizes how

technologies can be used and designed to create new learning opportunities.

Speech Act Theory proposed by the analytic philosopher John Langshaw

Theory suggests that a child’s development is affected by the different

environments on human development. These theories served as the

online engagement in language learning and how it should be developed.

This model represents how researchers provided strategies for helping

BEED 3rd Year students improve their communications skills.

This study utilized the –P model in research studies proposing a