FROM TEXT TO TALK: HOW EFFECTIVE ARE CLASSROOM MATERIALS IN ENHANCING SPOKEN ENGLISH?

Abstract [English]

This study investigates the effectiveness of prescribed textbooks and supplementary materials in fostering spoken English proficiency among postgraduate students in English-medium institutions in India. 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. Analysis of supplementary material use revealed that video clips (63%) and audio recordings (37%) that serve key resources for authentic language exposure were underutilised compared to test papers (20%) and readymade notes (30%), reflecting an assessment-driven classroom culture. 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.