Interaction-based activities in the teaching of speaking

Abstract

This research assessed the acceptability and effectiveness of Interaction-based activities in teaching speaking to propose appropriate enhancements. It utilized two instruments - Interaction-based Activities and the Acceptability Survey Questionnaire. The Descriptive normative survey, which involved the analysis of the Interaction-based Activities in its acceptability through the Acceptability Survey Questionnaire and effectiveness in developing students’communicative performance through the 49 student-respondents, was utilized in this research. The findings using the Interaction-based activities through the statistical treatment of Pearson r showed that the student’s performance in communicative and discourse competence is approaching proficiency, and strategic competence is proficient. On the other hand, the four aspects of the Interaction-based activities’acceptability level, as perceived by the student respondents, received an acceptable response. Moreover, a moderate positive correlation exists between learners’performance and their perceived acceptability level. The following conclusions are capsulized based on the findings: Interaction-based activities using Jose Garcia Villa’s select poems are accepted and can be improved for utilization to develop learners’performance in discourse and strategic competence anchored on Lev Vygotsky’s Interactionist Theory and Canale and Swain’s Communicative Competence Theory. Based on these findings and conclusions, it is recommended that enhanced interaction-based activities be utilized to refine Grade VII learners’communicative competence.