From Text to Talk

Employing a mixed-methods approach, data were collected from 46 participants via a structured questionnaire comprising both closed- and open-ended items. Results indicate that while textbooks provide a foundation for grammar, vocabulary, and reading comprehension, their impact on speaking skills is limited: only 2% of students found the current textbook helpful “to a large extent,” 30% “to some extent,” and 67% “not at all” helpful. Although 54% acknowledged the presence of some speaking activities, 43% considered them inadequate. A significant 91% of respondents expressed a demand for more practical, speech-oriented tasks such as group discussions, role-plays, and peer-feedback sessions. The findings underscore that bridging the “text-to-talk” gap requires textbook redesign, purposeful integration of multimedia, greater emphasis on interactive activities, and assessment reforms that formally evaluate oral communication skills. Such measures are crucial to prepare graduates for academic, professional, and social communication demands

Linguistics · Natural language processing · Spoken language · Computer Science · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching

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