First City Providential College

Brgy. Narra, Francisco Homes, City of San Jose del Monte, Bulacan

Impacts of English Language Proficiency to the Verbal Communication Skills of Grade 12 Humanities and Social
Sciences Students of First City Providential College

A research paper presented to the

Senior High School Department of
First City Providential College

In partial fulfillment of the

requirement for the subject
Practical Research 2

Research conducted by
Roxanne M. Udtuhan
12-HUMSS 2

Submitted to
Ms. Jamhelle G. Albay, LPT
Practical Research 2 Teacher

Academic Year 2020-2021

2nd Semester

i
 Dedication

The researcher dedicates this study to the Grade 12 Humanities and Social Sciences students
for them to understand that English Language Proficiency is important in their strand and academic
performances.

The researcher hopes that this research can make the other senior high school students aware
that English Language Proficiency is not only for the future public speakers, but it is crucial for them as
well to have a bright future.

This research is dedicated as well to the teachers for them to further understand that English
Language proficiency is crucial for their students' verbal communication skills. With that, they could
help their students and find some ways on how to acquire higher verbal communication skills through
English language proficiency.

The researcher also offers this study to the job hunters as they will be knowledgeable about
how important English Language Proficiency in getting higher communication skills that are crucial in
finding a job.

Lastly, this research is offered to the other future researchers who might conduct similar
studies about the impact of English language proficiency to the verbal communication skills.

ii
 Acknowledgement

The researcher would like to express deepest gratitude to the following who participated for
the completion of this research as it will not be possible and successful without their support:

to Ms. Jamhelle G. Albay, research adviser, for sharing her knowledge and by having patience
and understanding for the researchers as well as for giving her full time and effort in helping the
researchers despite the distance and mode of learning;

to Grade 12 Humanities and Social Sciences students, for giving their time and effort in
answering the survey questionnaire, and for sharing their perceptions;

to Ms. Joyce Ann Marasigan, class adviser, for her moral support and guidance for the
researchers to be more motivated in doing the research;

to my fellow academic researchers, for their help during hard times of conducting this study;

lastly, to Coordinators and other Administrators, for their support and for helping the research
adviser in providing relevant information.

iii
 Abstract

English language proficiency is the ability of a person to use English language in expressing
thoughts and ideas either written or spoken. Verbal communication skills are the skills in producing
spoken words to share information to other people. With these, this study aims to determine the impact
of English language proficiency on the verbal communication skills as perceived by Grade 12
Humanities and Social Science students of First City Providential College. A descriptive-quantitative
type of research was used in this study that specifically distributed to randomly chosen Grade 12
Humanities and Social Sciences students an online survey which was based on the review of related
literature. The survey included questions regarding the demographic profile of the respondents as well
as their perceived impact of English language proficiency to the verbal communication skills.

The findings show that most of the respondents are Grade 12-HUMSS 3,5, and 8, mostly
females, and are aged 17 years old. Analysis of the responses demonstrates ‘it helps the students to
have an effective communication or to be a good communicator’ and ‘students will have higher
presentation skills (recitation, speech, reporting, etc.)’ are two of the commonly viewed influences of
English language proficiency and verbal communication skills. However, the results indicate that the
major impact of English language proficiency to the verbal communication skills as perceived by grade
12 Humanities and Social Sciences students of First City Providential College is ‘it helps the students
to have an effective communication or to be a good communicator’. On this basis, it is recommended to
the grade 12 Humanities and Social Sciences students, other senior high school students, teachers, and
job hunters to understand the impact of being an English language proficient in one’s verbal
communication skills. Moreover, further research is needed to use this study as their basis to have a
background if they will be involved in the same topic as well as further understand and explore the
topic.

Keywords: English language proficiency, verbal communication skills, Humanities and Social
Science(HUMSS) students

iv
 Table of Contents

Title i

Dedication ii

Acknowledgement iii

Abstract iv

Chapter 1: The Problem and the Review of Related Literature

Introduction 1

Conceptual Framework 1

Statement of the Problem 1

Review of Related Literature 2

Theoretical Framework 3

Significance of the Study 3

Scope and Limitations 4

Definition of Terms 4

Chapter 2: Method

Research Methodology 4

Research Setting 4

Respondents of the Study 5

Data Gathering Procedure 5

Data Gathering Instrument 5

Statistical Treatment 5

Chapter 3: Presentation, Analysis, and Interpretation of Data 6

Chapter 4: Summary, Conclusion, and Recommendation

Summary of Findings 11

Conclusion 11

Recommendation 12

References 13

Appendix 14
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

English is the second universal language in the world. According to the English Language Center,
it is the official language of 53 countries and is spoken by around 400 million people and above, all
over the world. English language proficiency is the ability to use the English language to make,
communicate, and share meaning in both written and spoken form of contexts. Being English language
proficient opens a lot of opportunities and advantages in education, research projects, job opportunities
as well as in having effective communication. Also, English proficiency can be a driving factor for the
growth of verbal communication skills of Humanities and Social Science(HUMSS) students. Since
Humanities and Social Science is a strand that has English subjects and public speaking, being English
language proficient is crucial for the students to have higher verbal communication skills to be an
effective speaker.

Review of Related Literature

This chapter manifests the facts related to the topic of English language proficiency and
verbal communication skills. It provides some information and elaborates different opinions of some
reliable authors to support this study. Furthermore, this chapter discusses the definition, benefits, and
importance of being an English language proficient of the Humanities and Social Science students for
them to acquire higher verbal communication skills.

English Language Proficiency

English language proficiency is defined as the capacity of an individual to use the English
language to construct, to communicate, and to share meaning in both written and spoken forms
(University of Southern Queensland, 2018). Proficiency primarily focuses on an individual’s capacity
to accurately understand and transmit the language. This can be exercised through reading and writing
(Prof. V. Rao, C. S., 2016).

Being English language proficient opens a lot of opportunities and advantages. Kadir, A. et al.
(2015) stated that using the English language during classes makes the students proficient and leads
them to some opportunities, specifically in their future employment. According to The English
Language Centre (2013), being an English language proficient increases an individual’s probability of
getting a job in a multinational company and/or for finding work outside their country. In addition,
Runde, D.F. (2017) stated that English is the language of education and thesis, and most of the journals
and learning tools are published in English language thus having the ability to use this language makes
learning easier and more effective.

Verbal Communication Skills

Verbal communication is the exchange of words, either written or spoken, to convey meaning and
share information (Friedman, A., 2019). She added that being able to communicate effectively using
words is a huge factor for being successful in a professional world. Also, Doyle, A. (2020) said that
effective verbal communication skills are not just about talking but also includes both how you transfer
and how you acquire a certain message.

Communication skills include competency in speaking, ways of expressing oneself, and a

favorable attitude towards others. It is crucial for the student’s success in both education and their
future career (Lucanus, A., 2017). Productive communication skills are a driving factor for student’s
career development: student’s ability to understand and speak out their thoughts and meaning in a clear
manner is a huge benefit for them to impress a job interviewer. According to Daniel, H. (2011), the
benefits of having higher verbal communication skills are clear expression, good understanding,

1
satisfaction, and increases one’s popularity.

Humanities and Social Science Students

Humanities and Social Sciences (HUMSS) is a strand under the academic track in Senior High
School Curriculum (SHSC). It is designed for those students who want to take communication arts,
education, journalism, and other social science-related courses. This strand focuses on improving
student’s written and oral communication skills. (De Vera, J. & De Vera, P., 2018).

According to Evans, 2015 as cited by De Vera, J. & De Vera, P. (2018), verbal communication
skills are essential for the development of one’s literacy, thinking, and learning. On the other hand, De
Vera, J. & De Vera, P. (2018) said that most of the subjects in this strand involve communication,
language, and speech. Students are looking forward to being ‘great speakers’ and for that to be attained,
student’s verbal communication skills in the English language must be flourished.

The literature reviewed shows the benefits and importance of being an English language proficient
as well as having high verbal communication skills. The literature suggests that being an English
language proficient has a huge impact on the growth of Humanities and Social Sciences student’s
verbal communication skills. Furthermore, the review also found out that English language proficiency
is essential for the students to have higher communication skills for their education and their future
careers.

Theoretical Framework

The Behaviorist Theory of Language Acquisition was formulated by Burrhus Frederic

Skinner, an American psychologist. It was developed in 1957. This theory states that the child learns
language through mimicking the language usage of the people around him/her, and he/she is either
rewarded or punished for his/her correct or incorrect usage of language. Skinner believes that the
process of learning a language is the same as the process of learning a specific behavior (Booksnake,
2019). For example, a child imitates the behavior that he/she see to other people, and correct imitation
is rewarded so that the child will continue to apply the correct behavior. This is quite related to
language-learning; as time goes by, rewarding and punishing a person for his/her incorrect or correct
usage of language make the person more engaged in the language-learning process.

This theory is suitable for the study being conducted because it is about language-learning
that is related to being English language proficient and having higher verbal communication skills.
Also, it can provide additional knowledge that could make the argument of the study stronger. Being
proficient is not all about having the ability and being intelligent in using a language, but also about
having the right behavior while applying such learnings and skills, and this could make a person be an
effective speaker. When students correctly imitate the usage of language by their teacher, there is a
higher possibility that they will be more knowledgeable and can learn easily. When students are
rewarded for being English language proficient, they will be more eager to learn for them to acquire
more knowledge to acquire higher communication skills, and this will make them more engaged in the
language-learning process. 

Conceptual Framework

This research project is a descriptive study that investigates the impact of English language
proficiency to the verbal communication skills of Grade 12 Humanities and Social Science students of
First City Providential College.

2
Statement of the Problem

The main objective of this research is to determine the impact of English language proficiency
on the verbal communication skills as perceived by Grade 12 Humanities and Social Science students
of First City Providential College.

Specifically, this study aims to:

1. Identify English language proficiency and verbal communication skills.

2. Analyze the profile of the respondents concerning each variable.

3. Understand the effects of English language proficiency on the verbal

communication skills of Grade 12 Humanities and Social Science students of FCPC.

Significance of the Study

This study is significant in probing the impact of English language proficiency to the verbal
communication skills of Grade 12 Humanities and Social Sciences students of First City Providential
College. It is also beneficial to the following:

• Humanities and Social Science students - most of the subjects in the

HUMSS strand involve communication, language, and speech that is why this study
will serve as a way for the HUMSS students to know the benefits of being English
language proficient and how are those related to their strand. Also, they will be more
eager to learn to acquire higher verbal communication skills.

• Other senior high school students - other senior high school students will gain benefits
from this study and will be eager to learn to acquire various benefits of being English
language proficient.

• Teachers - teachers will also benefit for they will be the ones who will guide and teach
their students to acquire higher verbal communication skills. They will be more aware
about the benefits of being an English language proficient that could be a driving
factor for their student’s success.

• Job hunters/ Newly Graduates - this study is also worthy for those job
hunters and newly graduates for they will be aware that being English language
proficient is a huge factor in getting a job and also for them to be an effective speaker.

 Future Researchers - future researchers also could use this study as their basis to have
a background only if they will be involved in the same topic and also considering that
they could be an instrument to the individuals who are in need.

3
Scope and Limitation

This study covers the impact of English language proficiency to the verbal communication skills
of Grade 12 Humanities and Social Sciences students of First City Providential College. However, it
will not tackle non-verbal communication skills. With limited sources and scope, this study is bounded
to achieve its goals with the help of 74 respondents- Grade 12 HUMSS students - from First City
Providential College, located at Barangay Narra, Francisco Homes, City of San Jose Del Monte,
Bulacan. The survey was conducted last January 2021.

Definition of Terms

multinational companies - companies that own a production of goods and services in a specific country
other than its home country

professional world - an environment or workplace for the professionals who are competent, rational,
accountable, and intelligent employees

favorable attitude - an attitude that is positive, pleasing, and conducive

great speaker - a speaker who is engaging and worthy to be listened

learning tools - materials that are used in acquiring knowledge (books, journals, etc.)

CHAPTER 2
METHODOLOGY

The methodology section of this paper is all about the research methodology used in this study. In
addition, this section also discusses the research setting and the respondents of the study. Lastly, the
details regarding the data gathering procedure, instrument, and statistical treatment were included as
well in the section of this paper.

Research Methodology

A survey methodology was used in this study about the impact of English language
proficiency to the verbal communication skills, which is a quantitative-descriptive type of research.
This research methodology was used because it describes what exists regarding the variables among a
large population. It also gives general overview as to what variables are worth testing quantitatively
using different research designs in the future.

This research methodology also collected data that summarized vast sources of information
and applies a well-established standard which means that the research can be replicated, analyzed, and
compared with similar studies.

Moreover, this study measures only the frequency of the respondents’ perceptions with
regards the impact of English language proficiency to the verbal communication skills.

Research Setting

This quantitative research titled “The Impact of English Language Proficiency to the Verbal
Communication Skills of Grade 12 Humanities and Social Sciences Students of First City Providential
College” was done in the vicinity of First City Providential College. The stated location was
determined due to the availability of the target respondents. Furthermore, it is the most accessible
location as the researcher is a student of the said institution.

Respondents of the Study

4
 The respondents were 74 Grade 12 Humanities and Social Sciences students of First City
Providential College with specific criterion of being a student of the said school. Also, they must have
common knowledge regarding English language proficiency and verbal communication skills. Lastly,
the respondents must be honest when answering the survey questions. The respondents were
determined through probability sampling specifically, stratified sampling. Meanwhile, with a 10 %
margin of error, the sample size was determined through the use of Slovin’s Formula: n= N/1+Ne2;
where n=sample size, N=total population, and e=margin of error.

Data Gathering Procedure

The researcher asked one question to the respondents through an online survey using the
Google Forms application. The question has its own significant means that can do profiling among the
respondents and prove a theory to the impact of English language proficiency on verbal communication
skills. Also, the corresponding question was asked to measure the frequency of the respondents’
perceptions of English language proficiency and verbal communication skills.

Data Gathering Instrument

The study used a survey questionnaire as a data-gathering instrument. One question comprised
the questionnaire, which gathered the profile of the respondents, and they have perceived the impact of
English language proficiency on the verbal communication skills of Grade 12 Humanities and Social
Science students of First City Providential College. The survey questionnaire included six options
consolidated based on the claims of the authors in the review of related literature and studies regarding
the impact of English language proficiency on verbal communication skills.

Statistical Treatment

The collected data from the given survey questionnaire needed a statistical treatment for data
analysis and tabulation. Since the study aims to determine the categories in which the sample fit, the
formula used was: P=f/n (100); where P=percentage, f=frequency, and n=number of respondents. It
also analyzed the gathered data applying the basic principles in mean, median, and mode of responses.

5
 Chapter 3
Presentation, Analysis and Interpretation of Data

Figure 1: Frequency Chart of the Respondents from Grade 12 HUMSS

Sections
HUMSS 8

HUMSS 7

HUMSS 6

HUMSS 5

HUMSS 4

HUMSS 3

HUMSS 2

HUMSS 1

0 2 4 6 8 10 12

The data present that there are 11 from HUMSS 3,5, and 8 while 6 from HUMSS 4.

Figure 2: Frequency Chart of the Respondents’ Age

35

30

25

20

15

10

0
17 Y.O. 18 Y.O. 19 Y.O. 21 Y.O. 22 Y.O.

Based on the graph, most of the respondents are aged 17 years old as they are 45% of the total sample.

6
 Figure 3: Frequency Chart of the Respondents’ Sex

Male Female

The chart reflects that there are more females who participated in the study, taking up 74% of the total
sample.

Figure 2.1: Frequency Chart of the Impact of English Language

Proficiency to the Verbal Communication Skills as Perceived by 17 Year-
old HUMSS Students

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 5 10 15 20 25 30 35

According to the gathered data, the most perceived impact of English language proficiency to the
verbal communication skills by students aged 17 years old is ‘it helps the students to have an effective
communication or to be a good communicator’ which was chosen by 37% of the said sample.

7
 Figure 2.2: Frequency Chart of the Impact of English Language
Proficiency to the Verbal Communication Skills as Perceived by 18 Year-
old HUMSS Students

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 5 10 15 20 25 30

According to the gathered data, the most perceived impact of English language proficiency to
the verbal communication skills by students aged 18 years old is ‘it helps the students to have an
effective communication or to be a good communicator’ which was chosen by 28% of the said sample.

Figure 2.3: Frequency Chart of the Impact of English Language

Proficiency to the Verbal Communication Skills as Perceived by 19 Year-
old HUMSS Students

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 1 2 3 4 5 6

According to the gathered data, the most perceived impact of English language proficiency to
the verbal communication skills by students aged 19 years old is ‘it helps the students to have an
effective communication or to be a good communicator’ which was chosen by 33% of the said sample.

8
 Figure 2.4: Frequency Chart of the Impact of English Language
Proficiency to the Verbal Communication Skills as Perceived by 21 Year-
old HUMSS Students

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 0.2 0.4 0.6 0.8 1 1.2

According to the gathered data, the most perceived impact of English language proficiency to
the verbal communication skills by student aged 21 years old is ‘it develops one's literacy, thinking,
and learning’ which was chosen by 100% of the said sample.

Figure 2.5: Frequency Chart of the Impact of English Language

Proficiency to the Verbal Communication Skills as Perceived by 22 Year-
old HUMSS Students

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 0.5 1 1.5 2 2.5

According to the gathered data, the most perceived impact of English language proficiency to
the verbal communication skills by students aged 22 years old is ‘it helps the students to have an
effective communication or to be a good communicator’ which was chosen by 50% of the said sample.

9
 Figure 3.1: Frequency Chart of the Impact of English Language
Proficiency to the Verbal Communication Skills as Perceived by Male
HUMSS Students

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 2 4 6 8 10 12 14 16 18 20

As shown on the graph, the most perceived impact of English language proficiency to the verbal
communication skills by male students is ‘it helps the students to have an effective communication or
to be a good communicator’ which was chosen by 26% of the said sample.

Figure 3.2: Frequency Chart of the Impact of English Language

Proficiency to the Verbal Communication Skills as Perceived by Female
HUMSS Students

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 10 20 30 40 50 60 70

As shown on the graph, the most perceived impact of English language proficiency to the verbal
communication skills by female students is ‘it helps the students to have an effective communication or
to be a good communicator’ which was chosen by 34%of the said sample.

10
 Figure 4: Frequency Chart of the Impact of English Language Proficiency to
the Verbal Communication Skills of the Grade 12 Humanities and Social
Science Students in First City Providential College

Higher fluency

Higher self confidence

Higher presentation skills

Develop one's literacy

Clear expression of thoughts

Effective communicator

0 10 20 30 40 50 60 70

Based on the collected data, the most perceived impact of English language proficiency to the verbal
communication skills is ‘it helps the students to have an effective communication or to be a good
communicator’ which was chosen by 32% of the entire sample. This was followed by ‘students will
have higher presentation skills (recitation, speech, reporting, etc.)’ and ‘higher self-confidence’.

Chapter 4
Summary, Conclusion, and Recommendation

Summary of Findings

The gathered data shows that most of the respondents come from Grade 12 HUMSS 3,5, and 8
sections. Moreover, the majority of the participants are 17 years old who chose ‘it helps the students to
have an effective communication or to be a good communicator’ and are females who also chose the
same option. With these, the study arrived into ‘it helps the students to have an effective
communication or to be a good communicator’ as the highest perceived impact of English language
proficiency to the verbal communication skills by Grade 12 Humanities and Social Sciences students.

These findings support the previous claims of Prof. V. Rao, C. S. (2016) which state that
proficiency focuses on an individual’s capacity to accurately understand and transmit the language, as
well as the claim of Dr. Kirst, M. (2017) which state that communication skills include competency in
speaking, ways of expressing oneself, and a favorable attitude towards others that is crucial for the
students’ success in both education and their future career.

Conclusion

Based on the findings, the study therefore concludes that English language proficiency is the
capacity of an individual to use the English language to construct, to communicate, and to share
meaning in both written and spoken forms while verbal communication skills are the ability to
exchange words, either written or spoken, to convey meaning and share information. Moreover, the
results indicate that majority of the respondents are from Grade 12 HUMSS 3, 5, and 8, aged 17 years
old, and are mostly females. In addition, the results indicate that the highly perceived impact of English
language proficiency to the verbal communication skills by the 17 years old students is ‘it helps the
students to have an effective communication or to be a good communicator’ and it is the same response
for the females. With these, the impact of English language proficiency to the verbal communication

11
skills as perceived by the Grade 12 Humanities and Social Sciences students in First City Providential
College is that it helps the students to have an effective communication or to be a good communicator.

Recommendation

Given the stated findings regarding the identification of English language proficiency and
verbal communication skills, the study recommends Humanities and Social Sciences students to use
this study as a way for them to know the benefits of being English language proficient and how are
those related to their strand. Meanwhile, the other senior high school students are suggested to use this
study as well for they will learn how important being an English language proficient to acquire higher
verbal communication skills that are very crucial for them. Moreover, the study recommends the
teachers to use this study to guide their students in acquiring higher communication skills. Also, job
hunters/newly graduates are advised to use this study as well for they will know how important being
an English language proficient in a work field especially in multinational companies that they may
wish to apply in. Lastly, future researchers are recommended to use this study as their basis to have a
background if and only if they will be involved in the same topic and also considering that they could
be an instrument to the individuals who are in need.

Considering the findings about the analysis of the profile of the respondents concerning each
variable, the study recommends Humanities and Social Sciences students to use this study to know how
are these variables related to their strand and to be more engage in public speaking for it will help them
to enhance their communication skills. Meanwhile, the other senior high school students are suggested
to practice as well their English language fluency and verbal communication skills for it will also help
them in doing such performances. Moreover, the study recommends the teachers to propose more
activities with regards to public speaking that will contribute to the development of verbal
communication skills of the Humanities and Social Sciences students. Also, job hunters/newly
graduates are advised to use this study to analyze how important being an English language proficient
to the Humanities and Social Sciences students and how are these related in finding a job; this study
will help them to practice and improve their verbal communication skills for it will also help them in
acquiring jobs. Lastly, future researchers are recommended to analyze the profile of the respondents
and analyze how related it is to each variable and use this study if they have the same respondents or
variable.

With regards to the findings on the understanding the effects of English language proficiency
on the verbal communication skills Grade 12 Humanities and Social Science students of First City
Providential College, the study recommends Humanities and Social Sciences students to use this study
because it discusses that being an English language proficient helps to make the student’s verbal
communication skills higher and they could use this study as a guide for them to improve more.
Meanwhile, the other senior high school students are suggested to use this study for they will know
how crucial being an English language proficient to their verbal communication skills that is important
when it comes to their performances and activities. Moreover, the study recommends the teachers to
help their students and make them practice their English language proficiency for them to acquire
higher communication skills. Also, job hunters/newly graduates are advised to use this study for they
will learn that being an English language proficient has a great impact on verbal communication skills
that is crucial in job hunting and in the work field. Lastly, future researchers are recommended to
understand this study and further explore the topic.

12
 References

Abdul Kadir, A. et al. (2015). Students’ awareness of the importance of English language proficiency
with regard to future employment. World Review of Business Research, 5 (3). pp. 259-272. ISSN
1838-3955

Anonymous. (2013).The English Language Center. Why is Learning English is so Important?.

Retrieved from https://www.elc-schools.com/blog/4-reasons-why-learning-english-is-so-important/

Anonymous. (2018). University of Southern Queensland. English Language Proficiency. Retieved

from https://policy.usq.edu.au/documents/161460PL

Booksnake. (2019). How is Language Learned, According to the Behaviorist Theory of Language
Acquisition?. Enotes. Retrieved from https://www.enotes.com/homework-help/how-is-language-
learned-according-to-the-144887

Daniel, H. (2011). Benefits of Verbal Communication. Benefits of. Retrieved from

http://benefitof.net/benefits-of-verbal-communication/?
fbclid=IwAR1_63FS9nWtXEdeqK6VnDk05JJzJCcEIzhL5n5Ennr--QqMPy56XySB1b4

De Vera, J. & De Vera, P. (2018). Oral Communication Skills in English among Grade 11 Humanities
and Social Sciences (HUMSS) Students. Ele Publishing. Retrieved from
https://files.eric.ed.gov/fulltext/ED604403.pdf

Doyle, A. (2020). Verbal Communication Skills List and Examples. The Balance Careers. Retrieved
from https://www.thebalancecareers.com/verbal-communication-skills-list-2059698

Friedman, A. (2018). What are Language Barriers?. The Classroom. Retrieved from
https://www.theclassroom.com/what-are-language-barriers-12082501.html

Lucanus, A. (2017). Oral Communication Skills Are Important for Students. The College Puzzle.
Retrieved from https://collegepuzzle.stanford.edu/oral-communication-skills-are-important-for-
students/?
fbclid=IwAR2qGyGnmsa3iPNhI4PHZzg7ypHzooV6UQlwHxe_G4rwYuAecSdgy1z6YmQ

Prof. V. Rao, C.S. (2016). A Brief Study of English Language Proficiency : Employability. Research
Gate. Retrieved from
https://www.researchgate.net/publication/321743674_A_Brief_Study_of_English_Language_Profic
iency_Employability

Runde, D.F. (2017). English Language Proficiency and Development. Center for Strategic and
International Studies. Retrieved from https://www.csis.org/analysis/english-language-proficiency-
and-development

13
 Appendix

14
15
16