Empowering Omani Employees: Transforming Communication Skills through Targeted English Speaking Courses

Badriya Ambu-Saidi

Ministry of Education/ Nizwa Traning Centre, Oman

ABSTRACT: In today’s globalized environment, proficiency in English is a crucial skill, especially in professional contexts. This article details the journey and significant progress of Omani employees at the General Directorate of Education in Al-Dakhiliya Governorate, Oman, who participated in an English speaking course designed to improve their fluency. Through structured learning and dedication, these employees demonstrated notable improvements, culminating in their ability to confidently deliver presentations in English by the end of the course. The course was tailored to meet the participants’ specific needs, including daily conversational practice, role-playing exercises, grammar workshops, vocabulary building, listening tasks, and public speaking training. The progress observed in fluency, grammar, vocabulary, listening skills, and confidence underscores the effectiveness of targeted language training. The course concluded with final presentations, showcasing the participants’ enhanced communication skills. This success story highlights the importance of customized language training programs in boosting professional communication abilities, suggesting that similar initiatives could benefit various sectors by enhancing employees’ communication skills and career prospects.

KEYWORDS: English courses, fluency, professional development

INTRODUCTION

In the globalized world of today, proficiency in English has become an invaluable asset, particularly in professional settings (Gallo, 2020) This article recounts the journey and remarkable progress of Omani employees at General Directorate of Education in Al-Dakhiliya Governorate, Oman who participated in an English speaking course aimed at enhancing their fluency. Through dedication and structured learning, these participants demonstrated significant improvement, culminating in their ability to deliver presentations confidently in English by the end of the course. This success story highlights the importance of targeted language training and its impact on professional communication skills.

COURSE STRUCTURE AND OBJECTIVES

The English speaking course was meticulously designed to cater to the specific needs of Omani employees, whose proficiency levels ranged from beginners to intermediate. The primary objective was to enhance their spoken English skills, focusing on fluency and confidence. The course was structured to include various interactive activities, including:

-Daily Conversational Practice: To encourage participants to engage in regular conversations, helping them to think and respond in English spontaneously.

Corresponding Author: Badriya Ambu-Saidi

*Cite this Article: Badriya Ambu-Saidi (2024). Empowering Omani Employees: Transforming Communication Skills through Targeted English Speaking Courses. International Journal of Social Science and Education Research Studies, 4(7), 712-713

-Role-Playing Exercises: These activities simulated real-life scenarios, enabling participants to practice and improve their communication skills in a controlled environment.

-Grammar Workshops: Focused sessions on grammar helped participants refine their understanding and use of English grammar, making their spoken English more accurate.

-Vocabulary Building: Introducing new vocabulary regularly to expand their lexical range and improve their ability to express complex ideas.

-Listening and Comprehension Tasks: These tasks aimed to improve participants’ understanding of spoken English, crucial for effective communication.

-Public Speaking and Presentation Skills: Training in this area was integral, as it equipped participants with the tools needed to deliver structured and impactful presentations.

PROGRESS AND DEVELOPMENT

Throughout the course, participants exhibited noticeable improvements in various aspects of their spoken English. Initially, many participants displayed hesitation and lacked confidence in their ability to communicate effectively in English. However, through consistent practice and supportive feedback, they began to gain confidence. Key areas of development included:

-Increased Fluency: Regular conversational practice helped participants speak more smoothly and naturally, reducing pauses and fillers (Horner & Surfield, 2019).

-Enhanced Grammar: Grammar workshops contributed significantly to the accuracy of speech, making communication more effective (Ellis, 2017).

-Expanded Vocabulary: Exposure to new words and phrases allowed participants to articulate their thoughts more precisely and descriptively (Schmitt, 2020).

-Improved Listening Skills: Listening exercises enhanced participants’ ability to understand and respond to spoken English accurately (Vandergrift & Goh, 2018).

-Boosted Confidence: As participants became more comfortable speaking in English, their overall confidence grew, enabling them to participate more actively in discussions and presentations (Dörnyei & Ryan, 2015).

THE CULMINATION: FINAL PRESENTATIONS

The course concluded with a series of presentations where participants showcased their newly acquired skills. Each participant was tasked with preparing and delivering a presentation on a topic of their choice. This exercise not only tested their language proficiency but also their ability to organize and present information coherently. The presentations were a testament to their hard work and the effectiveness of the course. Observers noted significant improvements in:

-Structure and Coherence: Participants were able to present their ideas in a clear, logical sequence (Martin, 2019).

-Engagement: The ability to engage the audience and maintain their interest through effective communication techniques (Gallo, 2020).

-Language Use: A marked improvement in the use of appropriate vocabulary and grammar (Richards & Rodgers, 2020).

-Confidence and Poise: Participants displayed a level of comfort and assurance that was absent at the beginning of the course (Dörnyei & Ryan, 2015).

REFLECTIONS AND FUTURE IMPLICATIONS

The success of this English speaking course for Omani employees underscores the importance of tailored language training programs. By focusing on the specific needs and levels of participants, such courses can deliver substantial improvements in a relatively short period. The progress seen in this group of employees suggests that similar programs could be beneficial across various sectors, helping professionals improve their communication skills and, consequently, their career prospects.

Moreover, the ability to communicate effectively in English opens doors to broader opportunities, both locally and internationally. For organizations, investing in the language skills of their employees can lead to better performance, improved client interactions, and a more dynamic workforce (Crystal, 2019).

CONCLUSION

The transformation observed in the Omani employees who participated in the English speaking course is a clear indicator of the value of targeted language training. From hesitant beginners to confident speakers capable of delivering presentations, their journey is inspiring and highlights the potential for growth inherent in all learners. As we continue to navigate an increasingly interconnected world, the ability to communicate in English remains a crucial skill, one that can significantly enhance both personal and professional development.

REFERENCES

1. Crystal, D. (2019). The Cambridge Encyclopedia of the English Language (3rd ed.). Cambridge University Press.
2. Dörnyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. Routledge.

https://doi.org/10.4324/9781315779553

3. Ellis, R. (2017). Grammar teaching and the role of the teacher. TESOL Quarterly, 51(4), 813-831.

https://doi.org/10.1002/tesq.372

4. Gallo, C. (2020). The Presentation Secrets of Steve Jobs: How to Be Insanely Great in Front of Any Audience. St. Martin’s Press.
5. Horner, D., & Surfield, C. J. (2019). English Fluency for Advanced English Speaker: How to Unlock the Full Potential to Speak English Fluently. Independently published.
6. Martin, J. R. (2019). English Text: System and Structure (2nd ed.). John Benjamins Publishing Company. https://doi.org/10.1075/z.157
7. Richards, J. C., & Rodgers, T. S. (2020). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108585172
8. Schmitt, N. (2020). Vocabulary in Language Teaching (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781108583901

9. Thomson, R. I., & Derwing, T. M. (2017). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 38(2), 246-265. https://doi.org/10.1093/applin/amv071
10. Vandergrift, L., & Goh, C. C. M. (2018). Teaching and Learning Second Language Listening: Metacognition in Action (2nd ed.). Routledge. https://doi.org/10.4324/9781315457314