واقع مهارات التواصل اللفظي في مقرر اللغة الإنجليزية لدى طلاب المرحلة الثانوية بمدينة الطائف

Abstract EN

The study was aimed at illuminating the reality of verbal communication skills in the English language curriculum for high school students in Taif verbal communication skills, and the data were processed using appropriate descriptive statistical methods, such as Pearson's correlation coefficient, Cronbach's alpha, and Cooper's analyses, as well as statistical estimates, such as frequencies, percentages, and arithmetic means, the main findings indicated that the reality of verbal communication skills in the English Language Curriculum for High School have appeared good.

The overall mean values of verbal communication skills, speaking proficiency, listening proficiency, and proficiency in organizational dialogue were City.

To this end, and descriptive method was used in this study, and a sample of 60 sophomore students were recruited from a school affiliated with the West Taif office for participation in the research.

An observation card comprising 23 statements was created to determine the reality of 3.04, 3.42, 2.75, and 2.58, respectively.

In light of these results, English language courses offered in secondary education should focus on teaching verbal communication skills, which in turn, would contribute to facilitating the provision of educational experiences to students as well as improve the quality of the educational process in general and English language development in particular.

Such verbal communication skills courses, thereby enhancing teaching and learning processes.

Finally, this enhancement can manifest in the instruction of different school subjects, maintain the educational experiences that students acquire, and enable the effective targeting of skills.