Mixed-method study using PLS-SEM and QTA to explore the influence of oracy skills on vocabulary and phonetics explanations in university classrooms

This mixed-method study employs partial least squares structural equation modeling (PLS-SEM) and qualitative thematic analysis (QTA) to examine how oracy skills influence explanations of vocabulary and phonetics in university classrooms. The study proposes four dimensions: oracy skills, vocabulary explanations, phonetics explanations, and teaching satisfaction. PLS-SEM is used to investigate relationships among latent variables and to test several hypotheses: (1) Oracy skills positively impact vocabulary explanations, (2) oracy skills positively impact phonetics explanations, and (3) vocabulary and phonetics explanations positively influence teaching satisfaction. QTA complements PLS-SEM by uncovering additional factors that affect oracy skills during vocabulary and phonetics explanations. The study involved 275 university teachers teaching first-year Arabic language courses. Data were collected through questionnaires to analyze variable relationships and to examine hypotheses. Additionally, interviews and classroom observations were conducted with 32 participants in the quantitative phase to explore other factors affecting oracy skills in real classroom settings. The results indicate that cognitive and physical skills affect both vocabulary and phonetics explanations, while linguistic skills have a stronger impact on phonetics explanations than on vocabulary explanations. Social skills were found to notably influence vocabulary explanations over phonetics explanations. Moreover, the results demonstrate that phonetics explanations significantly affect teaching satisfaction more than vocabulary explanations. The findings also reveal additional factors that influence the relationship between oracy skills and explanations of vocabulary and phonetics. Consequently, the hypothesized model could be expanded in future research to include moderation effects, where qualitative variables modify the strength and direction of the influence of oracy dimensions on vocabulary and phonetics explanations.