THE IMPORTANCE OF SPEAKING ACTIVITIES IN ESL

Abstract

This article explores the integral role of speaking activities in English as a Second Language (ESL) instruction. Combining quantitative and qualitative evidence, the study demonstrates how oral interaction fosters fluency, accuracy, syntactic complexity, communicative confidence, and motivation. Grounded in classroom‑based pragmatic intervention and peer‑collaborative tasks, we examined intermediate‑level adult learners over a 10‑week semester. Statistical analyses of speech samples revealed significant improvements in fluency, accuracy, and complexity when compared to grammar‑focused control classes. Moreover, survey responses and interviews indicated enhanced learner confidence and engagement. The findings support a pedagogical model that centers speaking activities as core instructional elements. Implications include a call for diverse oral tasks—such as role‑plays, debates, storytelling, and peer feedback—to be systematically implemented in ESL curricula. Directions for future research are outlined.