The Effect of Interactive Communicative Tasks on Oral Skill Development in A1 English Learners

Abstract

This study analyzes the impact of interactive communicative tasks on the development of oral skills in A1-level English learners in a public school setting. Recognizing that beginner learners often face difficulties such as limited vocabulary, frequent hesitation, and low confidence in oral expression, the intervention aimed to create meaningful communication opportunities through structured interaction-based activities. A mixed-methods approach was used, including oral assessments before and after the intervention, classroom observations, and student surveys. Over eight sessions, participants engaged in pair dialogues, role-plays, information-sharing activities, and guided communicative tasks focused on fluency, pronunciation, and vocabulary use. Quantitative results showed significant improvements in the ability to produce longer utterances, use basic connectors, and employ newly learned vocabulary spontaneously. Qualitative data revealed increased motivation, reduced anxiety, and greater willingness to participate. Taken together, the findings suggest that interactive communicative tasks are an effective and humanizing approach to strengthening oral performance in early-level students.