INTEGRATING COMMUNICATIVE TECHNIQUES FOR ENGLISH SPEAKING SKILL ENHANCEMENT AMONG TRIBAL UNDERGRADUATES

Abstract

The research question explored in this study is whether communicative strategies can be used to increase English fluency in tribal undergraduate students. As far as language, socio-economic and cultural factors are the obstacles that limit the English learning process, the study will use a mixed-method research design that involves analyzing quantitative data and providing qualitative explanations. Stratified random sampling was also used to select a sample of 150 students and data were analyzed using descriptive statistics, correlation and regression. The speaking proficiency of students who had communicative activities such as role play, group discussions, and task learning applied to them improved a lot (p < 0.05). There was a moderate positive relationship between the use of digital tools and oral fluency (r = 0.441), and regression analysis findings proved that positive attitudes of learners had a significant effect on speaking performance. This research paper concludes that the communicative and digitally assisted pedagogues are effective in facilitating fluency, confidence, and motivation in tribal learners. It also highlights the significance of teacher education, combining technology with teaching, and culturally responsive teaching as the means to provide inclusive education in English. All in all, the communicative strategies enable the tribal students to rise above the linguistic barriers and acquire the necessary communication skills to support academic and professional development.