Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rhonda Jeffries

Abstract

This action research study examines the disconnect between language learning in schools and the ability to use the language as a communication tool. Unfortunately, many educational institutions teach language with an emphasis on grammar rules, written exams, and rote memorization instead of as a living language used for everyday communication. This results in students receiving grades which do not reflect their ability to speak the language effectively. The purpose of this study was to explore how instructional practices influence both students’ communicative competence and confidence levels. It also intends to examine ways to redesign classroom instruction to better support real-world language use.

The study consisted of a mixed-methods action research design. Firstly, 57 undergrad students, enrolled in an English for Academic Purposes (EAP) class at the Academic College of Tel Aviv -Yaffo in Israel were given a questionnaire. The questionnaire included both Likert-scaled and open-ended questions. Secondly, follow-up interview were conducted with six selected participants. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were coded thematically using the constant comparison method. Triangulation of survey and interview data strengthened the credibility and trustworthiness of the findings. The results identify a disconnect between classroom learning and real-life communication. Students consistently described that learning grammar and having exam-based assessments increased their anxiety while speaking which, in turn, reduced their confidence. A modest positive correlation was found between opportunities for speaking practice and students’ perceptions that classroom learning supported real-world communication. The qualitative findings also indicated that students valued interactive, authentic, and media-based activities, and that confidence and willingness to communicate were strongly influenced by instructional practices.

One of the main findings of the study is that language instruction should give preference to communicative fluency, authentic engagement, and meaningful interaction instead of the excessive focus on grammatical accuracy and written examinations which happens in many classrooms today. These changes would lead to greater confidence, motivation, and communicative competence among language students. These findings contribute to the ongoing discussion about improving foreign language education through reflective, practice-based reform.

Rights

© 2026, David Lawrence Brian Levy

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