Exploring the Transformative Power of Class Presentations in Cultivating Speaking Skills at the Elementary Level: An Interactionist Perspective

Abstract

Language without speaking is imperfect. The substantial aim of this study is to explore the impact of class presentations on the speaking skills of the students at elementary level. The significance of class presentations leads to develop charismatic characteristics among the learners like fluency, convincing power, logical arguments, confidence, uprooting fear and
fidgets. Bruner’s Interactionist Theory (1983) is taken as a theoretical framework, which puts forward the idea of scaffolding or support system by elders to the learners for proper linguistic growth. In the paradigm of quantitative approach, this study is descriptive. The data were collected from elementary educators by distributing questionnaires as a research
tool. The educators were selected through purposive sampling technique. The responses collected through questionnaires were processed through SPSS. The data show appropriate reliability and frequencies of the responses were in the favour of class presentations and its highly positive impact on the improvement of speaking skills. The responses highlight that class presentations crown the learners with eye contact, gestures and facial expressions. The presenters learn how to use stress and intonation in the due course of class presentations. In the light of the findings, the future researchers may explore other benefits of class presentations besides getting a job, presenting English literature, interacting with foreigners, attending university classes, travelling abroad, and establishing social status. It is recommended that active learning strategies like class presentations may be incorporated in our syllabi to generate conniving presenters, to rebel against traditional teaching
methodology and to modernize the standard of the education system.