Inputs for Oral Commmunication Based on the Learning Needs of Speech 111 Students in the University of Eastern Philippines

International Journal of Economics and Management Studies
© 2019 by SSRG - IJEMS Journal
Volume 6 Issue 1
Year of Publication : 2019
Authors : Maria alfe g. Banawis
: 10.14445/23939125/IJEMS-V6I1P114
MLA Style:

Maria alfe g. Banawis, "Inputs for Oral Commmunication Based on the Learning Needs of Speech 111 Students in the University of Eastern Philippines" SSRG International Journal of Economics and Management Studies 6.1 (2019): 122-125.

APA Style:

Maria alfe g. Banawis,(2019). Inputs for Oral Commmunication Based on the Learning Needs of Speech 111 Students in the University of Eastern Philippines. SSRG International Journal of Economics and Management Studies 6(1), 122-125.


This study aimed to find out the Inputs for Oral Communication Based on the Needs of Speech 111 students in University of Eastern Philippines, school year 2016-2017, for them to have the necessary special class remedies as to their difficulties in learning the subject based on the lessons discussed. Specifically, it aimed at identifying the Inputs in Oral Communications based on the learning needs. Identified as inputs in the dissertation study conducted on the learning needs of Speech 111 are pronunciation (segmentals), intonation and stress (suprasegmentals), needs and importance of oral communication, listening comprehension, vocabulary enrichment, public speaking, and the different speech activities on various situations. This implies that a lot of exercises on listening and speaking skills are to be provided in the workbook to meet the students’ needs in Speech and Oral Communication course. This descriptive-correlational research used modified questionnaire patterned after Clifford Prator and the needs analysis of the Institute of Language Teaching and Learning, University of Auckland, New Zealand is the primary source of information. It contained with the perceived needs in degree of importance, level of needs, and level of difficulty using the 5.point Likert scale scoring system. A total of 243 students and four (4) faculty members teaching Oral communication subjects served as respondents in this study.
Frequency count, percentages, and weighted mean computation were used to analyse the data obtained from the respondents. The Spearman Ranked Order Coefficient of Correlation was used to test the hypothesis of no significant relationship between the students’ learning needs and the teachers’ perception of their learning needs. The T-test for two independent samples were used to test if there is a significant difference between the students’ perception of their needs and those of the teachers. The findings of the study indicates that the Inputs for Oral Communications of Speech 111 students emphasize that their learning needs as “very much important”, “very much needed”, and “difficult”. Meanwhile, the teachers’ perceived those learning needs as “very much important”, and “much difficult” In the test of difference, a significant difference was found between the students’ perception of their needs and those of the teachers in terms of degree of importance. In terms of level in needs and level of difficulty, no significant difference was found. In case where the teachers and students differed in perception, the teachers are expected to focus more on the students’ needs. Identified as important lesson for the students to enhance their Oral Communication competence particularly centred on exploring the nature communication, explaining the process of communication, explaining the dimensions of communication, elaborating Influence of Gender on the Dimensions of Communication, explaining Non Verbal miscommunication, explaining Verbal miscommunication, explaining the Functions of Communication, learning the types of speech context, giving the types of speech style, learning the types of speech acts preparing and delivery of speech, understanding the types of speech, principles of speech writing and principles of speech delivery.


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Key Words:

learning needs; speech acts; workbook; verbal and non-verbal communication, oral communication