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April 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nThe Role ofOral Communicative Tasks (OCT) in Developing the Spoken Proficiency of Engineering Students  \nS. Shantha (Corresponding author)  \nDepartment of Humanities and Social Sciences, National Institute of Technology, Tiruchirapalli, India  \nE-mail: [shantha.ravi39@gmail.com](shantha.ravi39@gmail.com)  \nS. Mekala  \nDepartment of Humanities and Social Sciences National Institute of Technology, Tiruchirapalli, India  \n[E-mail: mekala@nitt.edu](E-mail: mekala@nitt.edu)  \nDoi:10.7575/aiac.alls.v.8n.2p.161  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.161](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.161)  \nReceived: 09/03/2017  \nAccepted: 25/04/2017  \nAbstract  \nThe mastery of speaking skills in English has become a major requisite in engineering industry. Engineers are expected to possess speaking skills for executing their routine activities and career prospects. The article focuses on the experimental study conducted to improve English spoken proficiency of Indian engineering students using task-based approach. Tasks are activities that concentrates on the learners in providing the main context and focus for learning. Therefore, a task facilitates the learners to use language rather than to learn it. This article further explores the pivotal role played by the pedagogical intervention in enabling the learners to improve their speaking skill in L2 . The participants of the study chosen for control and experimental group were first year civil engineering students comprising 38 in each group respectively. The vital tool used in the study is oral communicative tasks administered to the experimental group. The oral communicative tasks enabled the students to think and generate sentences on their own orally. The‘t’ Test was computed to compare the performance of the students in control and experiment groups.The results of the statistical analysis revealed that there was a significant level of improvement in the oral proficiency of the experimental group.  \nKeywords: oral communicative tasks (OCT), pedagogical intervention, spoken proficiency, Task-based language teaching  \n1. Introduction  \nEnglish language and communication skills are essential aspects of both individual and organizational success in the present era of globalization. Richards (2008) claims, \"the mastery of speaking skill in English is a priority for many second-language or foreign language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basic of how much they feel they have improved in their spoken language proficiency\"(p.19) . In engineering education, students need to acquire spoken proficiency in English as it is a significant requisite in their professional career. The work place situation necessitates engineers to acquire oral communication skills for conducting meetings, giving oral presentations, talking about every day assignments, participating in discussions, working in teams etc. (Reimer, 2007; Kaewpet, 2009; Kassim & Ali, 2010) . The prevailing situation is that the engineering students lack spoken proficiency in English, in spite of their long association with English language learning. Their insufficiency in spoken skill impedes them in their placement. ESL learners need to develop a repertoire to interact successfully in varied contexts with different people. More priority could be given to improve the spoken proficiency of students within the curriculum at the tertiary level as the primary objective for any higher learning institutions is to produce employable graduates. Zaremba (2006) indicates that speaking skills are regarded as one of the significant factors in seeking employment. According to many theorists l","cbCaiovtrp8mIHqi","https://ap.wps.com/l/cbCaiovtrp8mIHqi","pdf",340743,"English","# Introduction\n## Review of Literature\n### Speaking skill and Task-based language teaching (TBLT)","[{\"question\":\"What is the main focus of the article?\",\"answer\":\"The article examines how oral communicative tasks (OCT) support the development of engineering students’ spoken proficiency through a task-based approach.\"},{\"question\":\"How was the experiment designed?\",\"answer\":\"First-year civil engineering students were divided into control and experimental groups, with oral communicative tasks administered to the experimental group.\"},{\"question\":\"What results did the study report?\",\"answer\":\"Statistical analysis using a t-test indicated a significant level of improvement in the oral proficiency of the experimental group.\"}]","The Role of Oral Communicative Tasks (OCT) in Developing the Spoken Proficiency of Engineering Students | PDF",1792067968,23]