English oral proficiency of EFL students at a Danish university
DOI:
https://doi.org/10.54337/ojs.globe.v19i1.10770Abstract
English oral proficiency is increasingly valued in education and the job market, yet it is still underrepresented in second language (L2) instruction and research. This study explores to what extent this paradox applies in a Danish educational context. Drawing on data from three English-related programs at Aalborg University – English; Language and International Studies, English (LISE); and International Business Communication in English (IBC), the study investigates students’ oral language use patterns (extent, contexts, interlocutors), the significance they attribute to oral proficiency, their perceived oral proficiency, and the relationship between the importance attributed to oral proficiency and the perceived oral proficiency, touching on academic, professional, and personal contexts.
The findings show that most students use English daily at university and beyond for listening and dialogue. However, language choice often depends on whether the interlocutor also speaks Danish. Moreover, students are more comfortable discussing everyday topics than academic and professional ones, and many wish to improve their proficiency in relation to the latter. Comfort levels often vary by interlocutor rather than by topic. Most respondents perceive oral and written proficiency as equally important, which likely reflects their academic background and, correspondingly, their career plans involving written English. Considering different components of oral proficiency, fluency and pronunciation are prioritized over grammar and vocabulary. Most respondents assess their proficiency of oral English as near-native or advanced, especially with respect to pronunciation, while assessing their fluency and vocabulary slightly lower. We found a tendency for a positive relationship between the importance attributed by respondents to certain components of oral proficiency and their own perceived proficiency in these components, especially in regard to grammar. This relationship may reflect that the importance of grammar is less salient than the importance of fluency, pronunciation, and vocabulary. The findings of the study invite further research into for instance the influence of curricula, language anxiety and students’ feeling of comfort in relation to topics.
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