The Impact of Using Speech Fillers on the Adequacy of Communicative Competence in English as a Lingua Franca

• Published in: Theory and practice in language studies Vol. 15; no. 1; pp. 36 - 44
• Main Author: Al-Alami, Suhair Eyad
• Format: Journal Article
• Language: English
• Published: London Academy Publication Co., LTD 01.01.2025; Academy Publication Co., Ltd
• Subjects: Accountability; College students; Communicative competence; Communicative Competence (Languages); Competence; Credibility; English (Second Language); English as a second language; English as a second language learning; English as an international language; English language; English Learners; Fillers; Higher education; Language Proficiency; Language Skills; Learning environment; Learning outcomes; Lingua francas; Listening Comprehension; Literature Reviews; Methods; Nonverbal Communication; Oral communication; Oral Language; Paralinguistics; Professionalism; Speaking; Speech; Speech Communication; Speech Instruction; Speech production; Student Participation; Students; Verbal communication; United Kingdom
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.1501.05

The current study sought to investigate the impact of using speech fillers on students’ communicative competence in English within higher education contexts. To achieve the intended aim, the study addressed two primary research questions regarding how using speech fillers in oral presentations would impact students’ communicative competence in English and what suggestions could be offered to assist students in minimizing the use of speech fillers while presenting. Additionally, the study raised one secondary research question on which speech fillers were most frequently used by the participating students. The study involved three categories: language instructors, toastmaster members, and university students covering a total of two-hundred and four subjects. The author implemented three study tools, namely, a questionnaire, an interview, and class observations. The findings revealed that the vast majority of subjects viewed using speech fillers in oral presentations as having a negative impact on students’ communicative competence in English. In light of subjects’ suggestions, the study offers a variety of ideas as to how producing speech fillers in oral presentations could be minimized. Finally, the study presents the speech fillers which were frequently used by the participating students, offering recommendations for scholars to consider.