Enhancing University Students’ Oral English: A Mixed-Methods Study

Abstract

English oral proficiency is a critical skill for university students worldwide, particularly in non-native English-speaking contexts where oral communication is essential for academic success, employability, and international collaboration. Despite extensive classroom instruction, many students continue to experience difficulties in fluency, accuracy, and confidence due to limited authentic communicative opportunities, reliance on teacher-centered instruction, and language anxiety. This study investigates the effectiveness of an integrated instructional approach that combines Task-Based Learning (TBL), Peer Collaboration (PC), and Technology-Enhanced Learning (TEL) to enhance oral English proficiency among university students. A convergent mixed-methods design was employed involving 200 undergraduate students from three universities in China. Quantitative data were collected via pre- and post-intervention oral proficiency tests, including measures of fluency, accuracy, complexity, and pronunciation, along with self-reported speaking confidence surveys. Qualitative data were gathered through semi-structured interviews and reflective journals to explore students’ perceptions, learning experiences, and challenges. Results indicate significant improvements in students’ oral English proficiency, particularly in fluency and confidence. Thematic analysis revealed that students perceived enhanced engagement, autonomy, and practical skill application, though challenges such as speaking anxiety and uneven access to technology persisted. These findings underscore the effectiveness of a blended instructional approach in promoting communicative competence and provide practical guidance for curriculum design, pedagogy, and technology integration in higher education.