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@article{196574,
        author = {Tamijeselvane D and Dr Sugantha Ezhil Mary},
        title = {Reporting on Club Activities as an Effective Strategy to Enhance the Speaking Skills of ESL Learners in Engineering Colleges with a Special Focus on Vernacular Medium Students: A Study at Chennai Institute of Technology, Chennai, South India},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {11},
        pages = {3606-3624},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=196574},
        abstract = {One of the most urgent issues concerning the English as a Second Language (ESL) pedagogy in the modern higher education in India is the development of oral communicative competence among the Engineering students that have been taught through the vernacular media. This combined research undertaking explores the effectiveness of a structured club-activity-based reporting system as a teaching approach to improve speaking proficiency of 120 first-year Engineering students in Chennai Institute of technology (CIT), Chennai, South India, during two academic semesters. It builds upon a quasi-experimental pre-test/post-test control group design and is based on a set of principles of Vernacular medium learning, namely, Vygotsky Zone of Proximal Development, Krashen, Input Hypothesis, and the principles of Communicative Language Teaching, which involves exploring how guided oral reporting activities in which students report on specific topics, facilitated by an institutional club, can provide authentic, low-anxiety communicative situations. The quantitative data were collected using the standardised speaking rubrics to assess the pronunciation, fluency, vocabulary, grammatical accuracy, coherence, and communicative confidence. The qualitative data gathered were based on semi-structured interviews, reflective journals, and classroom observation guidelines. The outcomes demonstrate significantly better improvements (p < .001) in all six speaking sub-skills in the experimental group, the most significant gains are in communicative confidence (D = 2.1) and fluency (D = 1.5). Affective gains, such as decreased foreign language speaking anxiety (FLSA) and increased motivation were also distinctive. The research paper adds to the accumulating collection of research into resource-based and context-based teaching of English as a second language (TBLT), extracurricular English learning, and the pedagogical promise of community-based real-world tasks in South Asian-based engineering education},
        keywords = {ESL speaking skills, vernacular medium students, club-based reporting, Engineering English, communicative language teaching, task-based language teaching, foreign language speaking anxiety, Chennai Institute of Technology},
        month = {April},
        }