Latest Research News on English Speaking : Feb 2022

Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective

To successfully assess how language learners enhance their performance and achieve language learning goals, the four macro skills of listening, speaking reading and writing are usually the most frequently assessed and focused areas. However, speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learner makes. Since English speaking tests, in general, aim to evaluate how the learners express their improvement and success in pronunciation and communication, several aspects, especially speaking test formats and pronunciation need to be considered. To enhance Thai learners’ English performance and the quality of the speaking tests, this paper has three principal objectives. First, this paper presents English language teaching, as well as teaching English speaking in the Thai context. Then, it highlights the significance of the test format as it is the main tool and indicator for scoring performance and analytic rating methods. Lastly, the paper addresses major problems found in the speaking tests to elucidate certain facts about learners’ speaking ability and English instruction in the Thai context. Some pedagogical implications of the study are discussed for learning and teaching speaking to second or foreign language learners.[1]

Non-native English-speaking English language teachers: History and research

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine’s book Nonnative educators in English language teaching appears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers’ perceptions of their own identity to students’ views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.[2]


Speaking is one of the most important skills to be developed and enhanced as means of effective communication. Speaking skill is regarded one of the most difficult aspects of language learning. Many language learners find it difficult to express themselves in spoken language. They are generally facing problems to use the foreign language to express their thoughts effectively. They stop talking because they face psychological obstacles or cannot find the suitable words and expressions. The modern world of media and mass communication requires good knowledge of spoken English. This paper aims at establishing the need to focus on the factors affecting on language learners’ English speaking skill. This review paper traces out the body of research concerning the term speaking, the importance of speaking, characteristics of speaking performance, speaking problems, and factors affecting speaking performance. According to the review of literature, appropriate speaking instruction was found to be the learners’ priority and a field in which they need more attention. This study can be useful to teachers and researchers to consider their language learners’ speaking needs in English language teaching and learning context.[3]

The English-Speaking Countries

This chapter considers the extent to which it is possible to speak of a commonality in the welfare state experience of English-speaking welfare states (Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States). At one level, the expectation that these tend to be comparatively small, low-spending, market-focused (‘liberal’) welfare states proves to be true. But, upon closer inspection, that commonality tends to break down. Some have been more redistributive than others and the Antipodean cases (Australia and New Zealand) with distinctive labour market institutions suggest the possibility of a different way of managing distributional outcomes. The widely canvassed US ‘exceptionalism’ proves to be true to some extent, though less so after Obama’s health-care reforms. In the wake of the Great Financial Crisis of 2008, both commonalities and differences remained.[4]

International students in English-speaking universities: Adjustment factors

International students in institutions of higher education in English-speaking countries make valuable educational and economic contributions. For these benefits to continue, universities must become more knowledgeable about the adjustment issues these students face and implement appropriate support services. This review identifies factors that influence the adjustment and academic achievement of international students. Adjustment challenges are primarily attributable to English language proficiency and culture. Achievement is affected by English proficiency, academic skills and educational background. Understanding international student adjustment issues has global implications for intercultural education. Successful support interventions are reviewed and implications for practice discussed.[5]


[1] Khamkhien, A., 2010. Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective. English Language Teaching, 3(1), pp.184-190.

[2] Moussu, L. and Llurda, E., 2008. Non-native English-speaking English language teachers: History and research. Language teaching, 41(3), pp.315-348.


[4] Castles, F.G. and Pierson, C., 2010. The English-speaking countries. In The Oxford handbook of the welfare state.

[5] Andrade, M.S., 2006. International students in English-speaking universities: Adjustment factors. Journal of Research in International education, 5(2), pp.131-154.


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