Enhancing English Speech Competence in Students: A Project-Based Training Approach

Abstract

This study investigates the transformative impact of project-based training on English speech competence, focusing on three speech types: Special Occasion, Demonstration, and Oratory. The study has adopted a quasi-experimental design and analyzed the results both quantitatively and qualitatively. The participants taking part were 12 students from 6 different departments. Quantitative analyses reveal significant improvements post-training, with Demonstration Speech emerging as relatively accessible, Special Occasion Speech demonstrating mid-range difficulty, and Oratory Speech showing persistent complexity but marked improvement. Qualitative insights from participant reflections enrich the narrative, unveiling a spectrum of positive outcomes. Participants report a notable surge in confidence, improved articulation, heightened collaboration skills, real-world applicability, and appreciation for personalized learning experiences. The findings underscore the holistic development facilitated by project-based training, emphasizing the experiential and collaborative nature of the approach. Implications for language education practices advocate for the integration of project-based training into curricula, recognizing its potential to nurture confident and articulate communicators. Limitations prompt considerations for future research, inviting exploration of optimal training conditions and longitudinal impacts. In conclusion, this study contributes to the discourse on effective language education methodologies, highlighting project-based training as a promising avenue for cultivating multifaceted English speech competence.