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ORIGINAL RESEARCH article

Front. Educ.
Sec. Language, Culture and Diversity
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1413643

Augmentation of Communicative Skills among Rural High School Students in India

Provisionally accepted
Abraham Gyamfi Abraham Gyamfi 1*Rathika Boobalan Rathika Boobalan 2Saranraj Loganathan Saranraj Loganathan 2
  • 1 Wesley College of Education, Kumasi, Ghana
  • 2 Mepco Schlenk Engineering College, Sivakasi, Tamil Nadu, India

The final, formatted version of the article will be published soon.

    This paper aims to focus on government school students, who struggle hard to express themselves in English. A two-group simple randomized design was used for this study and an experimental study was carried out among sixty rural high school students. 'Captivating Activities' (Listening, Speaking, Reading, and Writing) have been used to find the effect of on learners' communication skills. Furthermore, a pretest and a post test was conducted between groups and their scores were analyzed. A paired sample T-test was carried out to identify the difference between controlled, and experimental groups. The result showed that there was a significant average difference observed between pre and post-test scores (t28=8.327, p=0.000, p<0.01) of the experimental group. As an outcome of a tested strategy, it was understood that English speaking ambience helps students to some extent to pick up that language. It was concluded that the captivating activities (Listening, speaking, reading and writing) are effective for augmenting learners' communication skills.

    Keywords: Communicative skills, Rural students, Captivating activities, Language, pedagogy

    Received: 07 Apr 2024; Accepted: 28 Aug 2024.

    Copyright: © 2024 Gyamfi, Boobalan and Loganathan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Abraham Gyamfi, Wesley College of Education, Kumasi, Ghana

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