Authors : Marienel V. Rivero; Chin Chin G. Crisostomo; Sheena B. Peñaflorida; Ronaliza P. Felicio; Melchora R. Clapis; Eden E. Bragaiz; Jennelyn Ruth S. Vergara; Casey Bersabal; Erica Mae C. Achero; Gilbert A. Manjares; Xenia S. Baesa-Alfelor

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/3c5whvms

Scribd : https://tinyurl.com/4fksffu9

DOI : https://doi.org/10.38124/ijisrt/25jun1554

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Abstract : This study investigates the impact of strategic language supports on developing eloquence among third-year college English majors. A qualitative observational research design was employed to explore the impact of direct and indirect language learning strategies on students' speaking skills. Findings revealed that there is a significant gap between students' career aspirations and their current speaking proficiency, with many lacking formal training and practical experience in public speaking. Notably, nearly half of the respondents expressed discomfort speaking English in front of an audience. The study highlights the need for enhanced access to structured speech training and real-world speaking practice to build confidence and eloquence. The results suggested targeted interventions, such as speech training and peer feedback, that can improve students' communication skills and prepare them for careers requiring strong linguistic abilities. This research has implications for language education, emphasizing the importance of integrating practical speaking activities into curricula to foster students' eloquence and professional readiness. By addressing the identified gaps, educators can better support English majors in developing the communication skills necessary for success in their future careers.

Keywords : Boosting Eloquence, Eloquence, Language Strategy, Support Kita Dyan.

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