Exploring Aspects of Inclusion to Enhance Oral Proficiency in Higher Education Efl Classrooms

Knowing English in today’s world is no longer an added advantage, but rather a necessity. At a time when globalization is increasingly leading to an interdependence among the world’s economies, cultures and populations, the status of English as a lingua franca on the global stage is inevitably strengthened. As such, there is a growing need to equip EFL learners with essential skills that will enable them to successfully navigate life outside the academic context. Hence, the importance of EFL communicative competence is further highlighted, as it becomes more and more evident that a more inclusive approach is necessary in line with the current global contexts. It is essential that learners receive proper guidance, support and scaffolding to help them improve their oral communicative skills as a vital segment of their communicative proficiency. Thus, we may need to rethink the way in which this is dealt with in the tertiary EFL classroom in terms of how it is presented, taught and evaluated, as higher education is essentially learners’ last step in the academic environment. Furthermore, care ought to be taken so that it is done in a more inclusive fashion to correspond to the new attitudes and expectations of the diverse ‘global village’ we are living in. This paper takes a closer look at various aspects related to inclusion for the purpose of enhancing EFL learners’ oral skills proficiency, addressing the potential need of materials development, and the importance of establishing and promoting clear and objective criteria.