JOALL (Journal of Applied Linguistics and Literatur.
Vol.
10 No.
February 2025 ISSN .
: 2502-7816.
ISSN .
: 2503-524X Available online at https://ejournal.
id/joall/article/view/36086/16204 http://doi.
org/10.
33369/joall.
Fostering communicative competence: a task-based approach to public speaking materials development 1*Ariatna , 2Ade Aini Nuran, 3Nazlah Syahaf Nasution 1English Language and Literature Department.
Universitas Negeri Medan.
INDONESIA 1Jl.
Willem Iskandar Pasar V Medan 20221 2English Language and Literature Department.
Universitas Negeri Medan.
INDONESIA 2Jl.
Willem Iskandar Pasar V Medan 20221 3English Language and Literature Department.
Universitas Negeri Medan.
INDONESIA 3Jl.
Willem Iskandar Pasar V Medan 20221
ARTICLE INFO
ABSTRACT
Article history:
Received: August 7, 2024 Revised: November 11, 2024 Accepted: December 21, 2024 Keywords:
Teaching materials Task-based approach Public speaking competence While ample studies have explored the creation of taskbased materials to enhance the English proficiency of university students, there has been limited research on how such materials can be tailored to promote university students' public speaking competence.
This paper presents findings from a research and development (R&D) study aimed at refining English teaching materials using a taskbased approach to bolster university students' public speaking abilities.
The study was conducted in the English Language Department at a public university in Medan and followed the R&D model by employing a multi-phase Initially, a needs analysis was carried out using a questionnaire to gather student data, focusing on their learning needs and preferences for public speaking skill development.
The data were analysed using descriptive statistics to identify key trends.
Based on the findings, task-based public speaking materials were developed, featuring structured debates, role-plays, and presentations that encouraged students to engage in realworld speaking tasks.
These materials aimed to cultivate both linguistic and strategic competencies necessary for effective public speaking in academic and professional The materials were then validated through expert evaluation to ensure content accuracy, alignment with public speaking objectives, and pedagogical Following validation, the materials were piloted in the classroom, and qualitative feedback was collected from both the lecturer and students through interviews and surveys.
The validation process confirmed the practicality and effectiveness of the task-based Additionally, both the lecturer and students Conflict of interest:
None Funding information:
None Correspondence:
Ariatna ariatna@unimed.
JOALL (Journal of Applied Linguistics and Literatur.
, 10.
, 2025 Fostering Communicative Competence: A Task-based Approach to Public Speaking Materials Development improvements in the students' public speaking competence and increased engagement due to the realworld relevance of the tasks.
A Ariatna.
Ade Aini Nuran.
Nazlah Syahaf Nasution This is an open access article under the CC-BY-SA international license.
How to cite (APA Styl.
Ariatna.
Nuran.
, & Nasution.
Fostering communicative competence: A taskbased approach to public speaking materials development.
JOALL (Journal of Applied Linguistics and Literatur.
, 10.
, 21Ae47.
https://doi.
org/10.
33369/joall.
INTRODUCTION
Although public speaking courses are widely included in university curricula, traditional public speaking materials often fail to address the comprehensive communicative competencies required in todayAos dynamic communication Many existing materials focus narrowly on linguistic proficiency, neglecting essential 21st-century skills such as collaboration, critical thinking, creativity, and adaptability in diverse speaking contexts (Partnership for 21st Century Skills, 2.
This gap creates a disconnect between conventional teaching approaches and the skills students need to succeed in academic and professional settings (Lucas, 2.
Consequently, current public speaking materials often do not sufficiently prepare students for real-world communicative demands, where effective communication involves fluency and the ability to engage, persuade, and respond thoughtfully.
Therefore, in higher education, where students are preparing for academic and professional success, it is essential to incorporate pedagogical approaches that meet the communicative requirements of the 21st century (Barrett & Golubeva, 2022.
Kulp, 2018.
Trilling & Fadel, 2.
One such approach is Task-Based Language Teaching (TBLT), which has become an engaging and learner-focused method in language pedagogy.
TBLT aligns well with the demand for 21st-century skills, emphasising real-world implementation of language skills through meaningful tasks, fostering practical language use and communicative competence (Ellis, 2003.
Willis & Willis, 2.
Task-Based Language Teaching (TBLT) has been highly effective in a range of language learning contexts (Huang, 2024.
Van den Branden, 2006.
Waluyo & Wangdi, 2.
, yet studies exploring its specific impact on enhancing university students' public speaking abilities remain scarce (Al-Tamimi et al.
, 2020.
Boonma & Swatevacharkul, 2.
Research (Azizifard, 2024.
Hasnain & Halder, 2.
indicates that TBLT can significantly improve communicative competence by providing learners with realistic, interactive tasks that promote meaningful language use.
YahyaAos .
study on Malaysian undergraduates, for example, provides strong empirical support for using TBLT to enhance public speaking skills and communicative competence.
By engaging students in tasks like presentations and debates, the study demonstrated notable improvements in fluency, confidence, and motivation to speak in English.
Furthermore.
Yahya observed that TBLT fostered a supportive environment, boosting studentsAo willingness to communicate.
YahyaAos findings suggest that TBLT can be a powerful tool for developing the communicative JOALL (Journal of Applied Linguistics and Literatur.
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Nazlah Syahaf Nasution competence needed in academic and professional settings.
By integrating TBLT into public speaking instruction, educators can better address the communicative challenges students face in the 21st century.
This research seeks to bridge this gap by investigating the development of TBLT-based public speaking materials tailored for university students.
Integrating TBLT principles into public speaking education can provide a more authentic and engaging learning experience (Al-Tamimi, 2014.
Guerrero et al.
, 2020.
Ji, 2.
integrating materials that reflect 21st-century communicative competence, this study seeks to boost students' communication abilities across academic, professional, and social settings (Richards, 2.
The rationale for this research is grounded in recognising that the development of public speaking skills has often been overlooked in traditional English language curricula, which prioritise grammatical accuracy and written proficiency over oral communication skills (Nunan, 2.
Traditional public speaking courses often focus primarily on rhetorical structures and formal delivery, neglecting effective communication's interactive and real-world nature (Brown & Yule, 1983.
Dyrnyei & Thurrell, 1994.
Goh & Burns, 2.
Public speaking courses at Indonesian universities have not yet achieved a level that fosters communicative competence (Hapsari et al.
, 2021.
Sugiyati & Indriani, 2021.
Werdiningsih & Mukminatien, 2.
and are often linked to ineffective teaching materials (Hakim & Abidin, 2.
These materials tend to be traditional, focusing mainly on linguistic competence, and fail to support the development of communicative skills necessary for academic and professional Based on the researcherAos observations, this problem is evident among English Language Education students at the State University of Medan.
Preliminary data indicated that they relied on traditional learning materials for public speaking, leading to student boredom and reluctance to participate.
This finding underscored the need for learning materials that prioritise 21st-century communicative In order to develop the expected materials, this study followed a structured process beginning with a needs analysis to identify students' specific learning requirements.
Questionnaire data revealed a strong preference among students for materials that enhance public speaking skills.
Experts then designed and validated task-based materials, confirming their practicality and soundness.
Both lecturer and students provided positive feedback, noting the materials' effectiveness in improving public speaking abilities.
The significance of this study extends beyond the immediate academic Graduates with strong public speaking and communication skills are better positioned to navigate a competitive job market, collaborate in interdisciplinary teams, and contribute meaningfully to societal discourse (Collins, 2014.
Dwyer & Davidson, 2021.
Trilling & Fadel, 2.
Thus, the impact of this research extends to the broader goals of higher education, including academic excellence and the holistic development of students as effective communicators and global citizens (Partnership for 21st Century Skills, 2.
Moreover, the study acknowledges university students' diverse linguistic and cultural backgrounds.
TBLT, by design, accommodates this diversity, allowing for personalized learning experiences that consider individual learner needs (Ellis, 2.
The materials developed through this research will be Journal of Applied Linguistics and Literature.
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Fostering Communicative Competence: A Task-based Approach to Public Speaking Materials Development contextually and locally relevant, promoting inclusivity and catering to university settings' linguistic and cultural diversity (Tomlinson, 2.
In summary, this study addresses a critical gap in public speaking education by integrating TBLT principles into the development of materials specifically designed to enhance university students' communicative competence.
The materials aim to improve studentsAo fluency, confidence, and ability to adapt to different audiences and settings through task-based activities that encourage active participation, meaningful interaction, and real-world practice.
This approach offers a more practical and targeted method of building the comprehensive public speaking skills essential for academic and professional success in the 21st century.
Through this research, we hope to provide significant insights into the realm of language pedagogy, ultimately benefiting students and educators alike in their pursuit of communicative competence in the modern era (Grieve et al.
, 2021.
Hancock et al.
Quinn & Goody, 2.
METHOD
Research Design This research utilised the Research and Development (R & D) approach proposed by Dick et al.
The R & D framework is well-suited for developing educational materials, emphasising an iterative process of creating, testing, and refining products.
This model was chosen for its systematic approach to creating educational interventions, ensuring that the developed materials are theoretically sound and practically effective.
The study involved an English lecturer and an intact class of 25 English Language Education students enrolled at a state-owned university in Medan.
The lecturer, a seasoned professional in teaching public speaking, offered important perspectives on the instructional needs and contextual realities of the classroom.
The students were selected because they were third-year students representing typical learners preparing for careers where public speaking and communicative competence in English are crucial.
These students participated in various stages of the research, providing data on their needs, experiences, and the effectiveness of the developed materials.
Instruments and procedures The study comprised five main stages: Needs Analysis.
Design.
Development.
Validation, and Evaluation.
Each stage was carefully executed to ensure the creation of effective task-based public speaking materials.
The needs analysis stage was guided by the model outlined by Hutchinson and Waters .
and aimed to determine the learnersAo specific needs regarding public speaking The needs analysis classifies learnersAo needs into target needs .
ecessities, lacks and want.
and learning needs.
The researcher distributed a questionnaire to the 25 students to gather this information.
Designed on a 5point Likert scale, the 14-item questionnaire investigated the extent to which JOALL (Journal of Applied Linguistics and Literatur.
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English and public speaking skill.
, to what extent they lack material support to achieve these skills, their expectations of what they hope to achieve after using the new material, and the strategies they believe would help them learn these skills.
The questionnaire was validated through expert review to ensure its relevance and clarity in assessing students' needs for this study .
ee Appendix A).
ensure comprehension, the questionnaire was administered in Indonesian.
ANALYSIS
-needs analysis DESIGN -objectives -syllabus selection EVALUATION -field-testing -lecturer interview -student questionnaire DEVELOPMENT -initial product -expert judgement Figure 1.
Research and Development Model, adapted from Dick et al.
A task-based approach called Task Generator (Willis & Willis, 2.
was chosen as the primary paradigm for designing teaching materials.
This approach emphasises the creation of tasks that promote meaningful Drawing on the needs analysis results, task-based lessons were designed to address the students' needs for mastering public speaking These tasks involved communicative, collaborative, critical-thinking, problem-solving, and creative activities around a single topic, giving students plenty of chances to communicate in the target language.
The tasks were crafted to be engaging and relevant to the students' interests and future professional needs.
Real-world scenarios and topics were selected to ensure students could relate to and benefit from the activities.
For practical purposes, the tasks included individual speeches, group presentations, impromptu speaking exercises, and peer feedback sessions.
Journal of Applied Linguistics and Literature.
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Fostering Communicative Competence: A Task-based Approach to Public Speaking Materials Development Matching Projects Listing Your Sharing Problem Sorting Comparing Figure 2.
Task Generator, adapted from Willis and Willis .
The development stage followed Nation and MacalisterAos .
framework of syllabus design, focusing on three aspects: content, presentation, and The existing textbook materials were adapted to align with the new task-based syllabus.
Key differences included presenting each topic using seven task types to encourage practical communication in English, providing meaningful activities to develop 21st-century communicative skills, and shifting assessment from grammatical correctness to successful task completion.
This stage involved creating detailed lesson plans, instructional materials, and assessment tools.
Each task-based activity accompanied a detailed lesson plan outlining objectives, procedures, materials needed, and assessment criteria.
Teaching materials like handouts, presentation slides, and audio-visual aids were developed to support the instructional process.
Assessment Tools such as rubrics and feedback forms were created to evaluate students' performance in public speaking tasks.
These tools were designed to provide specific, actionable feedback to help students improve.
The validation stage involved reviewing the developed materials by two experts working at a state-owned university.
One expert was a senior English lecturer with over 20 years of experience developing English materials.
The other expert was an experienced English lecturer in public speaking While we recognise the importance of involving experts in learning models and R&D design, only two experts were involved in this stage due to practical constraints.
However, their expertise in English materials development and public speaking education provided valuable insights for validating the task-based materials.
Validation focused on four areas:
JOALL (Journal of Applied Linguistics and Literatur.
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The experts provided feedback on linguistic accuracy, pedagogical effectiveness, alignment with the identified needs, and material clarity.
Their suggestions were incorporated to refine and improve the materials before field testing.
The evaluation stage consisted of field-testing the developed materials in the classroom, administering a student questionnaire, and conducting an interview with the lecturer.
The field-testing followed a case study design, focusing on in-depth observation and analysis of the implementation of taskbased materials in an actual classroom setting.
This design provided insights into the practical application of the materials and their impact on student In practice, the task-based activities were implemented in an intact class of 25 students.
The regular lecturer was asked to teach three self-selected lessons using the new materials.
Observations of these lessons were conducted to document the lecturer's implementation of the task-based materials, student engagement and attitudes towards the lessons, and the alignment of the materials with the intended learning outcomes.
observation checklist and a video recorder were used to record interactions during the lessons.
Following the field-testing phase, students were given an attitude questionnaire containing 15 closed-ended questions to rate their experiences on a Likert scale.
The questionnaire session, which lasted for 20 minutes, aimed to gather studentsAo feedback on the usefulness, enjoyment, and engagement of the materials and their perceived improvement in public speaking skills.
Additionally, an interview was conducted with the lecturer who implemented the materials in the classroom.
The semi-structured interview focused on the lecturer's observations regarding student engagement, the appropriateness of the materials for the course objectives, and suggestions for improvement.
This 30-minute interview provided indepth insights into the effectiveness of the materials and any observed improvements in students' public speaking skills.
Data Analysis Procedures Data analysis involved both quantitative and qualitative methods to ensure a thorough assessment of the developed materials.
Quantitative analysis of the student questionnaire data .
needs analysis and post-lesson questionnaire.
was conducted using SPSS software.
Descriptive statistics were determined to encapsulate the students' needs for the material development and their feedback on the developed materials.
Qualitative data from classroom observations and the lecturer interview were analysed using a thematic analysis approach.
The classroom interactions and interviews were transcribed and then coded to identify recurring themes and patterns.
The coding process involved categorising the data into meaningful units and Journal of Applied Linguistics and Literature.
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Fostering Communicative Competence: A Task-based Approach to Public Speaking Materials Development developing a coding scheme based on the research objectives.
Narrative interpretations were constructed to describe the findings, illustrating how the materials were used in practice and their impact on students' learning.
The qualitative data helped triangulate the quantitative results, offering a more detailed understanding of how effectively the task-based materials enhance public speaking skills.
In conducting the study, the researcher adhered to ethical guidelines to safeguard the rights of the participants.
Both the lecturer and the students signed consent forms stating that they understood the study requirements and had the right to cancel their participation at any point.
The researcher preserved confidentiality by anonymising the data and using pseudonyms in reporting findings.
This study employed a thorough research and development process, ensuring that the developed task-based public speaking materials were theoretically grounded, practically relevant, and rigorously evaluated.
Integrating quantitative and qualitative data analysis offered a comprehensive insight into the materials' effectiveness and identified areas for improvement.
FINDINGS
In this section, the study findings are presented in several key areas: the needs analysis, the materials creation and validation, and the lesson implementation and evaluation.
Need Analysis The research began with a needs analysis to understand the students' perspectives on their learning needs and evaluate their program's existing English language and public speaking materials.
The analysis highlighted that a significant majority of students recognised English language proficiency and public speaking skills as essential for their future academic and professional success .
verall mean = 4.
Students clearly understood that these skills would enhance their ability to engage in academic discussions, present research, and communicate effectively in professional environments.
Students broadly agreed on the necessity to revise the current textbook to better support the development of English language and public speaking skills .
verall mean = 4.
They reported that the existing materials did not promote practical application and real-life communication.
There was a strong consensus that the students wanted to improve their English and public speaking abilities after learning the new materials .
verall mean = This feedback underscores the importance of aligning educational resources with students' needs and expectations.
Most students strongly concurred on the significance of learning public speaking through materials that provide opportunities for both receptive JOALL (Journal of Applied Linguistics and Literatur.
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istening, reading, and viewin.
and productive skills .
peaking, writing, and presentin.
They preferred resources that encouraged active participation and real-life communication tasks.
Students broadly agreed on the value of materials that promote 21st-century English competencies .
communication, collaboration, problem-solving, critical thinking, product creation, and innovation .
ean = 4.
In addition, most of the students acknowledged the need for an education that prepares them for the communicative demands of the modern world, where public speaking skills are increasingly essential .
verall mean = 4.
The analysis showed unanimous agreement among students with the Likert scale statements regarding their target and learning needs, indicating a highly positive response towards the development of new materials aimed at enhancing proficiency in the English language and public speaking.
This strong endorsement reflects the students' enthusiasm and readiness for improved learning resources.
Table 1.
StudentAos needs analysis results .
Necessities Overall Lacks Overall Wants Overall Learning Needs for 21st Century and Language Skills Overall Learning Needs for Public Speaking Skills Q10
Q11
Q12
Q13
Q14
Overall Mean Mean Mean Mean Mean Journal of Applied Linguistics and Literature.
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Fostering Communicative Competence: A Task-based Approach to Public Speaking Materials Development The insights gained from the needs analysis questionnaire guided the materials development process, ensuring the new materials addressed these needs effectively.
The outcome of this materials development process was a teaching book designed specifically with task-based activities to enhance students' public speaking skills.
This book utilised seven different task types aimed at providing a comprehensive and engaging learning experience.
Figure 3.
The developed materials Expert assessment Once the teaching book was created, it underwent a thorough validation process involving two experts in English language teaching and materials The validation focused on several key aspects, including linguistic suitability, engagement potential, content relevance, and the layout and visual appeal of the book.
The validation data showed a broad agreement between the two experts regarding the developed teaching materials, with an average judgment percentage exceeding 90%.
Table 2.
Expert evaluation scores Expert Lecturer Lecturer Number of Criteria Overall Maximum Score Obtained Score Percentage JOALL (Journal of Applied Linguistics and Literatur.
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Nazlah Syahaf Nasution Both experts agreed that the materials were appropriate for university students, considering their language proficiency and academic needs.
The tasks were designed to challenge students while remaining within their capability to succeed, thus providing an optimal learning experience.
The experts noted that task-based activities are inherently engaging and motivating for students.
They highlighted the interactive nature of the tasks, which encourages active participation and sustained interest.
The experts found the content highly relevant to the students' lives and future professional contexts.
The activities were crafted to reflect real-life scenarios, thereby preparing learners for practical communication challenges.
This relevance was seen as a key factor in encouraging learners to engage with the materials and enhance their public speaking competence.
The experts were unanimous in their positive evaluation of the book's layout.
They commended the well-organized structure, appealing topic visualisation, appropriate font selection and sizes, well-structured page settings, and the use of relevant These elements contributed to a user-friendly and visually attractive resource that students would likely find enjoyable to use.
Classroom implementation Following the expert validation, the task-based materials were revised based on feedback and then implemented in a classroom setting.
This field-testing phase was instrumental in evaluating the effectiveness of the task-based public speaking materials in a real classroom setting.
The implementation phase took place at a state-owned university in Medan with an intact class of 25 students taught by a regular English lecturer.
The field testing spanned three weeks and focused on three lessons: Lesson 2 on Artificial Intelligence.
Lesson 6 on E-commerce, and Lesson 12 on Education.
The observations showed that the lecturer was adept at implementing the task-based lessons.
In Lesson 2 on Artificial Intelligence, for example, the lecturer employed task-based activities that included personal storytelling and discussion sessions.
At the beginning of the lesson, the lecturer initiated a storytelling activity where students shared personal experiences related to This task was successful in engaging students and prompting them to use language creatively.
Following the lecturerAos initiation, one student narrated a story about her experience with a chatbot, which led to a lively discussion about the benefits and limitations of artificial intelligence in daily life.
In short, observations revealed that the lecturer confidently guided students through the activities, prompting them to reflect on and articulate their thoughts about the impact of artificial intelligence on various aspects of Journal of Applied Linguistics and Literature.
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Fostering Communicative Competence: A Task-based Approach to Public Speaking Materials Development Another key element of the classroom interactions noted by the researcher was the students' responses to the task-based lessons.
As the field notes showed, students reacted positively to the task-based lessons, and they demonstrated active engagement in the tasks.
The tasks were designed to be engaging and relevant, and students responded well to the interactive nature of the activities.
For instance, during the group discussions in Lesson 6 on Ecommerce, students eagerly participated in brainstorming sessions and shared creative ideas for their e-commerce business plans.
In addition, the debates in Lesson 12 saw students passionately defending their viewpoints and engaging in constructive arguments.
In general, the observational data indicated that the lecturer successfully implemented the lessons and that there was a favourable reaction from the students to the task-based materials.
Lecturer and student views To triangulate the classroom observation results, the researcher conducted an interview with the lecturer at the end of the study.
An in-depth interview with the lecturer provided additional insights into the effectiveness of the The lecturer noted several key benefits, which include student engagement, opportunities for practice, relevance and practicality, and suggestions for improvement.
Speaking of student engagement, the lecturer stated that the task-based activities were highly engaging and stimulated students to take an active role in the classroom.
The interactive tasks created a dynamic learning environment where students felt comfortable practising their public speaking skills.
The lecturer, for example, commented on Lesson AuIn the Education lesson, students discussed different education systems.
The debate activity was effective and lively as students exchanged arguments about online learning versus traditional classrooms with enthusiasm.
Ay With regard to practice time, the lecturer stated that the tasks provided ample opportunities for students to practice organising their thoughts, delivering presentations, and participating in discussions and debates.
These activities helped them build the necessary skills for effective public speaking, such as clarity, coherence, and confidence.
The lecturer highlighted the importance of these opportunities for skill development, stating:
"Lesson 2 on Artificial Intelligence was useful in giving students many opportunities to improve their public speaking skills.
After the first presentation, students participated in a Q&A session and responded to questions from their friends.
This helped them practice both prepared and impromptu speaking, two important skills for public speaking.
JOALL (Journal of Applied Linguistics and Literatur.
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Nazlah Syahaf Nasution The lecturer also highlighted the relevance of the tasks to real-world This practical focus helped students see the value of what they were learning and how it applied to their future academic and professional The lecturer, for instance, explained how the task-based materials connected classroom learning with real-world scenarios:
AuIn the lesson on E-commerce, students participated in a simulated business meeting where they presented innovative online business ideas.
The task was not only interesting but also relevant to the students' future careers, especially for those interested in entrepreneurship or marketing.
While the overall feedback was positive, the lecturer suggested some minor adjustments further to tailor the materials to the students' needs.
These suggestions included adding more examples and providing additional support for lower-proficiency students.
The lecturer noted:
AuThe tasks were good, but for some students, especially those with lower English skills, they had difficulties.
It would be helpful to give more examples so they know what to do.
Also, giving simpler instructions or helping them with key phrases could make it easier for them to join the activities.
At the end of the interview, the lecturer expressed her intention to continue using task-based materials in the future to teach public speaking due to its educational benefits.
The student attitude questionnaire provided valuable insights into students' feelings and ideas towards the task-based materials .
ee Appendix The results showed that students' responses were largely positive regarding the usefulness of these materials in improving their English language and public speaking skills.
A significant majority of students reported that the task-based materials were beneficial in enhancing their English language skills .
verall mean = 4.
This aligns with the initial needs analysis, which highlighted the importance of practical, real-life communication practice.
Most students also agreed that the task-based materials helped them develop their public speaking skills .
verall mean = This is a crucial finding, as it validates the primary objective of the materials development project.
The questionnaire also explored students' enjoyment and comfort levels while using the task-based materials.
The vast majority of students found the tasks enjoyable and reported feeling comfortable while learning English through these materials .
verall mean = This is an important aspect, as enjoyable learning experiences can significantly enhance student motivation and participation.
Students expressed highly favourable responses to task engagement items.
They generally agreed that the task-based materials were at the right level of Journal of Applied Linguistics and Literature.
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Fostering Communicative Competence: A Task-based Approach to Public Speaking Materials Development difficulty and provided ample opportunities to participate in task-based activities .
verall mean = 4.
In the main, the students were supportive of the developed materials.
This positive feedback reinforces the efficacy of taskbased language teaching in fostering communicative competence and public speaking skills.
Table 3.
StudentsAo opinions on the developed materials .
Usefulness .
st century and language Overall Usefulness .
ublic speaking skill.
Q10
Q11
Overall Enjoyableness Q12
Q13
Q14
Overall Engagement
Q15
Q16
Overall Mean
Mean
Mean
Mean
DISCUSSION