Interactive Oral Communication Activities as a Means to Develop Self-sufficiency of Grade 11 Students

Abstract

This study aimed to assess the effectiveness of interactive oral communication activities in developing self-sufficiency among Grade 11 students. Specifically, it examined students’ confidence, fluency, vocabulary, engagement, and independence, as well as the difficulties they encountered. The study utilized a descriptive research design with 45 Grade 11 HUMSS students from Alangilan Senior High School as respondents. A validated researcher-made questionnaire was used to collect data, which were analyzed using frequency, percentage, ranking, weighted mean, and composite mean.     The results revealed that students strongly agreed that interactive oral communication activities positively impact their communication skills (3.65). The activities improved students’ confidence (3.38), fluency (3.33), and vocabulary (3.22). Moreover, students showed high engagement (3.50) and improved independence (3.40). However, fear of making mistakes and being judged remained a major difficulty (3.39).     The study concludes that interactive oral communication activities are effective in developing students’ self-sufficiency, although supportive classroom environments are necessary to reduce anxiety. It is recommended that teachers integrate more interactive activities and create a safe learning space to enhance students’ communication skills.