Exploring the Effectiveness of Implementing the Action Oriented Approach in Improving English Language Skills Among ESL Learners: Teachers’ Perception

Abstract

A Communicative approach to language instruction emphasises real-life communication acts combined with vocabulary and grammatical constructions about a particular theme or context. The system now has a sociocultural element that motivates students to actively participate in their education. The technique has changed into the Action-Oriented Approach, which views pupils as social actors who must perform tasks in a wider social context in addition to linguistic ones. This study aims to ascertain how well an Action-Oriented strategy would be useful in enhancing English language proficiency among tertiary-level students in India. A sample of 70 English language instructors from various Indian institutions participated in the study and a 5-point Likert scale was employed to collect and analyse the data. The findings of the study reveal that the majority of ESL teachers agreed with the use of the Action-Oriented Approach to improve language learning inside and outside the classroom. Most of the respondents (91.4%) gave the statement "Practising English-speaking skills outside the classroom is essential for the learners' development" with the maximum rating (x=4.5857) and 95.7% of participants responded that English language teaching approaches should emphasize the use of tasks and activities that involve learners in practical, interactive, and goal-oriented communication through tasks and activities. The conclusions of this research would shed light on the efficacy of using an Action-Oriented strategy to improve English language proficiency among tertiary-level students in India. Most ESL teachers had positive opinions about implementing the Action-Oriented Approach, especially while imparting English language skills.