Academic Diary in the Teaching of Oral Communication in Context

Abstract

This study assessed the effectiveness of the Academic Diary in the teaching of Oral Communication in Context. This study is a mixed-method in which the students’ pre-post test scores are the quantitative figures, while the students’ experiences in their use of Academic Diary form part of the qualitative data. The pre-post test scores of the students were used to identify if the application of the Academic Diary in the teaching of Oral Communication in Context could possibly elevate the students’ learning and comprehension. Moreover, structured questions were used during the guided interview to get the students’ experiences with regard to the usability, suitability, and efficiency of the Academic Diary. Statistically, the results revealed that there is a significant difference between the pre-post test scores of the students. Based on the extracts during the guided-interview, the findings conveyed that Academic Diary is usable because it enhances learning, is suitable because it stores learned information, and is efficient because it provides learners with learning guidance. This implies that Academic Diary in the teaching of Oral Communication in Context is effective in enhancing students’ learning and comprehension of the most essential learning competencies. Therefore, it is highly suggested that educators may use the Academic Diary to keep track of the students’ actual learning status for a tailored-fit intervention.