A COMPETENCY-BASED INTEGRATIVE FRAMEWORK FOR TEACHING ORAL COMMUNICATION IN TERTIARY EDUCATION

Abstract

The study proposes a competency-based integrative framework for developing oral communication skills in tertiary education. The research is grounded in the principles of integrative pedagogy, which emphasizes the interconnection of linguistic, sociolinguistic, and pragmatic competencies in shaping effective communicative performance. The framework seeks to bridge theoretical insights from applied linguistics with practical approaches in communicative language teaching (CLT) and content-integrated learning.

A mixed-method design was employed, combining classroom observation, learner feedback, and performance assessment to evaluate the model’s effectiveness. The participants were undergraduate students majoring in foreign language education, who engaged in a series of integrative speaking tasks designed to enhance fluency, accuracy, and interactional competence. Data were analyzed qualitatively and quantitatively to determine the impact of the framework on students’ oral proficiency.

Findings reveal that the proposed integrative framework significantly improves learners’ communicative competence, promoting authentic interaction, self-regulation, and intercultural awareness. Moreover, the incorporation of project-based and reflective learning components fosters deeper linguistic and pragmatic engagement.

The study concludes that a competency-based integrative approach provides a sustainable model for enhancing oral communication in higher education contexts. It offers pedagogical implications for curriculum designers and language instructors seeking to align communicative competence development with modern educational standards and lifelong learning goals.