Enhancing communication skills through group-based oral presentations: A study of English as a second language learners in Sri Lanka

Abstract

Background: Group Oral Presentations (GOPs) are a formative assessment tool used to develop communication skills among ESL learners. This study examined the effectiveness of GOPs among Sri Lankan students across primary, secondary, and university levels, with a focus on gender differences in participation, engagement, and communication skill development. It also explored teacher and student perceptions, challenges, and the impact of GOPs within gender contexts15. Method: A mixed-methods design collected quantitative data through questionnaires from 365 students (175 female and 190 male) and 25 teachers. Qualitative data were gathered via semi-structured interviews. Statistical analyses included examining gender-based differences in engagement and performance. Thematic analysis of interview data considered gender-related observations and challenges. Results: Both male and female students and teachers reported positive perceptions of GOPs, noting improvements in confidence, collaboration, and language proficiency. Female students tended to report slightly higher engagement and communication gains during GOP sessions than male students. A statistically significant positive correlation was found between GOP engagement and academic performance for both genders, particularly among secondary and university levels (r=0.42$; $P=0.003). However, teachers noted gender-specific challenges, such as differences in participation styles; female students were more collaborative, while male students showed more competitive tendencies. These differences influenced group dynamics and were more evident in classrooms with mixed-gender groups. Long-serving teachers highlighted challenges in managing these dynamics, whereas newly appointed teachers were more proactive in fostering inclusive participation. Conclusions: The GOPs effectively enhance ESL communication skills while highlighting important gender-related dynamics. Integrating GOPs regularly, alongside teacher training to address gender-specific classroom behaviors and promote inclusive engagement, can maximize their benefits. Encouraging collaboration between experienced and newer teachers will support gender-sensitive and innovative pedagogical practices.