Literature Review: Oral Communication for English Learners

This report presents a literature review focusing on oral communication, specifically examining fluency and accuracy in speaking. The review analyzes four peer-reviewed journal articles, each exploring different aspects of this topic. The first article discusses enhancing speaking abilities in English as a foreign language (EFL) learners through engaging materials and activities. The second article highlights the barriers faced by Pakistani students in developing oral communication skills and proposes strategies for improvement. The third article investigates the impact of oral presentations on fluency and accuracy among Iranian EFL learners. Finally, the fourth article compares teachers' and learners' speaking accuracy and fluency. The review synthesizes the key findings of each article, highlighting their relevance to teaching oral communication in various contexts, and discusses the strengths and limitations of the research. The report emphasizes the importance of accuracy and fluency in oral communication and provides insights into effective teaching methods and strategies to improve students' speaking skills. The literature review adheres to APA 6th style referencing and fulfills the assignment requirements of a 1000-2000 word report.

Running head: ORAL COMMUNICATION
ORAL COMMUNICATION
Name of the Student:
Name of the University:
Author Note:

1ORAL COMMUNICATION
Introduction
Literature review is going to be presented on the main topic as oral communication
that will be focused on fluency and accuracy in speaking. There will be four peer-reviewed
journals in order to support the statements and solutions. Oral communication is the approach
that is conducted through the process of verbal communication. In this process, information
and ideas are transmitted from one individual or a group of individuals. Oral communication
can be divided into formal and informal communication. Therefore, accuracy and fluency are
the two most aspects that will determine adequate success for the English language students
in the upcoming future. Mostly, accuracy has been termed as the ability to generate correct
sentences by utilizing the correct grammar, along with vocabulary. In contrast, fluency is
identified as the ability to produce language smoothly and efficiently. The first article has
emphasized on speaking ability, accuracy and fluency among the English as a foreign
language (Derakhshan, Khalili & Beheshti, 2016). It will be discovering the speaking abilities
associated with interesting materials and by utilizing empowering activities in order to deliver
effective responses for all the readers. The second article will unleash the barriers of the
Pakistani students, who have not been provided with adequate opportunities to develop their
individual oral communication skills. Therefore, more significance will be provided in the
reading and writing skills of the English language. It discloses some relevant aspects such as
strategies to improve accuracy and fluency through systematic lessons (Alam & Bashir
Uddin, 2013). The third article has been structured upon specific investigation and researches
on the students’ oral presentations in developing adequate fluency and accuracy among the
Iranian EFL learners’ in their individual speaking skills (Yahay & Kheirzadeh, 2015). It has
suffixed the desired outcome which showcases students’ performance through various tests
and the result came out as error-free T units, as well as the number of correct words per
minute. Therefore, this article came out to be enough effective for all the students to support

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themselves while developing their skills. The fourth article has been an interesting discussion
where a comparison has been made between the teachers’ learning skills and learner’s oral
communication skills. It has surpassed various aspects and has led the way towards some
interesting elements to deal with it such as teachers’ utilizes their own speaking accuracy and
fluency (Karimy & Pishkar, 2017). Thus, the main purpose of the literature review is to
highlight the wider aspects and gain more knowledge on oral communication and its impact
on a different set of teachers and students.

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Discussion
In the first scholarly article, the authors Derakhshan, Khalili, and Beheshti have
discussed the significant impact of enhancing English as a foreign language learners in
improving their speaking ability, accuracy, and fluency. In this article, the authors have
incorporated the considerable concern, and globalization of English has been the broader
aspect where the demand for generating excellent English-speaking skills in several realms
(Derakhshan, Khalili & Beheshti, 2016). There is some evidence that is acquainted with some
useful features for speaking abilities and is guided with proper instructions in the field of the
foreign or second language classroom. It has been illustrated with properly documented that
associated with speaking skills, and there has been a continuous debate over such critical
aspects like English as a foreign language learners’ speaking approaches and abilities. Thus,
the authors have gathered enough research about the present and past scenarios that will
provide the readers with adequate knowledge about the essential materials, and empowering
activities such as responsive, imitation, intensive and extensive performance, intrapersonal
dialogues, and transitional dialogue so that they improve the speaking capabilities among the
learners (Derakhshan, Khalili & Beheshti, 2016). In this way, it will boost up all the English
as a foreign language learners will get a boost up to about their individual speaking abilities
through a different set of role-plays, flashcards, videos, and graphs.
The article critically focuses on some relevant aspects, such as oral communication,
communicative learning, competence, accuracy, fluency, and language learning. Certain
advantages and disadvantages have been linked with approaches such as developing speaking
skills, adequate responses, along with the distinguished components that are attached to
speaking effectiveness (Derakhshan, Khalili & Beheshti, 2016). There have been seven
underlying factors that are highly responsible for adequate competence in field

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communication and language learning. These components are grammatical competence,
discourse competence, socio-linguistic competence, and strategic competence. The authors
have successfully managed to incorporate certain limitations such as cognitive factors,
linguistic factors, and affective factors (Derakhshan, Khalili & Beheshti, 2016). They have
incorporated specific improvements and developments for all the English as foreign language
learners, including enhancing social interactions, effective classroom communication, and
verbal communication should be practiced so that the learners can utilize adequate knowledge
and could improve their learning skills. The decisive point in the article is that it helps in
exploring various numbers of studies. In this way, it will help in obtaining more information
such as in Razmjoo and Ghasemi Ardekani have discussed the speaking proficiency by
utilizing strategies such as preparing questionnaires so that they can gather the right feedback
and proper responses (Derakhshan, Khalili & Beheshti, 2016). Thus, the authors have utilized
numerous resources from scholarly articles but have failed to incorporate any activities or any
interviews to gather exact evidence upon the desired topic. They should have prepared an
interview session or questionnaire so that real responses can be recorded.
In the second article, the authors Alam and Bashir Uddin have taken the topic to
another extent, where the readers could stimulate their respective ideas and thoughts. The
topic was chosen on improving English oral communication skills for Pakistani students
studying in a Public School (Alam & Bashir Uddin, 2013). Though, the paper concentrates
more on the Pakistani students but has unveiled a various range of aspects such as oral
communication as a whole, listening skills, speaking abilities, improvement in the second
language, English as a foreign and second language, and so on. Critical researches have been
explored on the current topic as the authors have defined that the article has pushed the
spotlight on the development of oral communication skills among the students of sixth grade
in Pakistan’s Public School. The authors disclose the lack of opportunities that have been

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declining situation for the students and are exposed to learn the English language and to
improve their oral communication skills (Alam & Bashir Uddin, 2013). It has been
recognized that more significance has been provided to the reading and writing skills of
English that signify the desired outcome on the current aspect and first priority towards
developing oral communication skills. There have been some challenging aspects such as
students feel very shy to express their fears on the desired language. They remain quiet and
gather extreme fear while working and improving their skills in the English language in the
wrong way (Alam & Bashir Uddin, 2013).
The authors have attached some remedies and measures through which these can
overcome their fears and come up with enough enthusiasm and can learn and develop their
oral communication skills. They have conveyed about self-structured strategies for the
students in developing their accuracy and fluency in which a helping hand was provided
named as the National Curriculum for English Language (NCEL). It was supported as the
guiding tool as well as an action planner due to which systematic lessons will be delivered in
their respective classrooms. The authors have provided enough effort to help and support the
students by generating such kind of topics and engaging the readers to think about the crucial
aspects. Therefore, to gain more knowledge, the authors have attached some relevant and
adequate findings of pre and post-intervention phases where four children were selected as
the participants to reveal the current situation of oral communication skills. In this way, it
showed an improvement after generating enough opportunities so that they can practice oral
languages and giving a conducive learning ambiance and by utilizing innovative and latest
teaching strategies. Therefore, the authors have provided enough effort to gather important
details and other documents on this essential topic.
The third article has been emphasized the impact of an oral presentation on two
essential aspects such as fluency and accuracy among Iranian EFL learners’ speaking skills.

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The authors Yahay and Kheirzadeh have been exploring the grounds and investigating the
efficacy where the students’ oral presentations in developing their individual speaking ability
in the field of accuracy and fluency. Therefore, control, as well as experimental data, have
been gathered by conducting an oral interview (Yahay & Kheirzadeh, 2015). Oral pre, as well
as post-tests, were associated with both the groups, which consists of thirty-five participants,
where students’ performance was recorded so that further analysis can be conducted. The
recorded data has described the two significant measures that are error-free T units, as well as
the number of correct words per minute. It is necessary to recognize the students’ fluency and
accuracy (Yahay & Kheirzadeh, 2015). There were other equipments and strategic tools,
which were utilized to gain more knowledge by using a checklist and a teacher and through
practical sessions. These T-tests were conducted so that a comparison can be made out of it
and adequate measures can be taken to improve the situations (Yahay & Kheirzadeh, 2015).
In this way, it will help the readers to understand that oral presentation can aid in improving
accuracy and fluency in the preferred skills such as speaking abilities of the students and the
measures are going to be simultaneously massive. Thus, it will surely aid the Iranian English
as foreign language learners and it will rectify their mistakes if they do not hesitate to take
adequate measures. Therefore, the comparison between both the researches on fluency and
accuracy measurement and the desired results of observation checklists have verified that
students are actually improving, and they can easily adapt the learning skills effectively.
In the last article, the authors Karimy and Pishkar have incorporated another essential
aspect that has been linked with two of the most essential elements mainly learners versus
teachers (Karimy & Pishkar, 2017). A comparison has been structured on the adverse effects
of Teacher’s speaking accuracy versus fluency on English as a foreign language learners’ oral
communication skills. Therefore, communicating in a language will incur different linguistic
components by improving language skills, along with grammar, vocabulary (Karimy &

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Pishkar, 2017). The authors have put forward several teaching and learning processes and
different kinds of methods can be utilized to generate effective speaking accuracy and
fluency in English language teaching classes. This article helps in understanding the primary
components attached to the speaking abilities such as oral fluency and accuracy. Thus, a
comparison was prepared and the research was conducted by gathering sixty English
language teaching students and literature in Iran (Karimy & Pishkar, 2017). The research
discloses several aspects such as progression, length of utterance and stressed words of the
learners. Hence, it was focused on the linguistic aspects and helps in understanding the
speech rate and phonation time ratio (Karimy & Pishkar, 2017).
The literature gap will help to justify the articles where all three articles have
conducted several pieces of research and interviews in order to gather relevant information
and efficient data. It helped the readers to understand the exact rate of learners who were
lagging behind and need urgent assistance. Another aspect is that a small introduction of the
authors has been provided but it was quite less just to know about their occupation. The first
article, out of all the three articles, has not provided enough effective methods to solve the
issues related to oral communication skills and about English as a foreign language learner.
In this way, all the articles helped to understand and gather prior knowledge on the basic
concept of oral communication.

8ORAL COMMUNICATION
Conclusion
Therefore, all the articles have helped to understand the significant aspects of oral
communication and developing adequate skills accordingly. In the first definition, the
author’s description and other essential facts have been shared where they have attached
certain limitations including social and linguistic aspects. In the other two articles, both the
authors have gathered a lot of information one from Pakistan and the other one from Iran.
Hence, readers can stimulate their ideas and thoughts on the relevant aspects. In this way, it
helps in understanding how important it improves speaking skills, language skills, reading
skills and writing skills in order to enhance their structure in the English language or any
other language. The last article has pushed through a different genre and that is collaborating
an effective study in between teachers’ speaking fluency and learners’ oral communication
skills. It will surely help the readers go through the challenging aspects and barriers that came
across while learning more about oral communication and it affects fluency and accuracy in
developing adequate skills.

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References
Alam, Q., & Bashir Uddin, A. (2013). Improving English oral communication skills of
Pakistani public school’s students. International journal of English language
teaching, 1(2), 17-36.
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner’s speaking
ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177-
186.
Karimy, S., & Pishkar, K. (2017). A Comparison of the Effects of Teacher's Speaking
Accuracy Vs. Fluency on EFL Learners' Oral Skill. Journal of Applied Linguistics
and Language Research, 4(1), 304-312.
Yahay, M., & Kheirzadeh, S. (2015). The impact of oral presentation on fluency and
accuracy of Iranian EFL learners’ speaking. Journal of Applied Linguistics and
Language Research, 2(5), 114-123.