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Oral Language Proficiency of Grade 12 Technical Vocational Livelihood Students: Basis for Development of Functional Communicative Framework

Year: 2026
Type: article
Study design: Observational Study
Abstract: The main objective of this study is to assess the oral language proficiency of Grade 12 Technical-VocationalLivelihood (TVL) students as a basis for developing a functional communicative framework. It focused on assessing how well TVL learners express themselves orally in English in academic and technical-vocational contexts. A quantitative descriptive research design was used to present the findings through a performance-based rubric and a frequency survey questionnaire. The sample population of this research is composed of 10 students of each specialization in the TVL track, which was made through random sampling. The study revealed that the Grade 12 TVL students showed a high level in terms of pronunciation and articulation, indicating that students can enunciate the words clearly and make the speech understandable. However, the performance in fluency, grammar and structure, and vocabulary use ranged from low to moderate, reflecting difficulties in maintaining smooth, accurate, and coherent oral communication. Furthermore, students reported experiencing challenges such as hesitation, fear of making mistakes, nervousness, limited fluency, and difficulty organizing ideas, which occurred from “sometimes” to “often” across all specializations. The results imply that the communicative competence of TVL students is still developing and not yet fully aligned with academic and workplace communication demands. These limitations may affect their ability to effectively explain technical procedures and engage in professional interactions. With this, the study proposed a functional communicative framework that integrates oral language development into technical-vocational instruction to enhance students’ communication skills and better prepare them for real-world applications.
DOI: 10.38124/ijisrt/26apr1401
Language: English
Open Access status: diamond
OpenAlex ID: W7160495369
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