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DOI: https://doi.org/10.34069/AI/2024.76.04.8

How to Cite:

Malykhin, O., Bondarchuk, J., Tersina, I., & Voitanik, I. (2024). Unlocking success: strategic approaches to enhancing

communicative competence in English learning. Amazonia Investiga, 13(76), 90-102. https://doi.org/10.34069/AI/2024.76.04.8

Unlocking success: strategic approaches to enhancing communicative

competence in English learning

Відкриваємо секрет успіху: стратегії підвищення комунікативної компетентності в навчанні

англійської мови

Received: February 5, 2024 Accepted: April 20, 2024

Written by:

Oleksandr Malykhin1

https://orcid.org/0000-0001-6042-6298

Julia Bondarchuk2

https://orcid.org/0000-0002-4851-8701

Iryna Tersina3

https://orcid.org/0000-0003-3167-1504

Iryna Voitanik4

https://orcid.org/0000-0002-5350-9375

Abstract

This article explores the multifaceted nature of

communicative competence, discuss its key

components, and examine strategies for

developing and enhancing this vital skill based

on the survey conducted among English

language learners. Through a deeper

understanding of communicative competence,

learners can unlock the full potential of their

language abilities and navigate the complexities

of our interconnected world with confidence and

proficiency. The analysis of an online survey

among first-year students provides insights into

gender distribution, English proficiency levels,

communication skills, and cultural awareness. A

significant gender disparity is evident, with

females comprising 83% of participants.

Regarding English proficiency, the majority

perceive themselves as intermediate, with

smaller proportions identifying as pre-

intermediate, beginner, or advanced. While

confidence in overall communication skills is

high, specific challenges exist in grammar,

Анотація

У даній статті досліджується багатогранна

природа комунікативної компетентності,

обговорюються її ключові компоненти, а також

розглядаються стратегії розвитку та

вдосконалення цієї життєво важливої навички

на основі опитування, проведеного серед тих,

хто вивчає англійську мову. Завдяки глибшому

розумінню комунікативної компетентності

студенти можуть розкрити весь потенціал своїх

мовних здібностей і впевнено та кваліфіковано

орієнтуватися у складнощах нашого

взаємопов’язаного світу. Аналіз онлайн-

опитування серед студентів-першокурсників

дає уявлення про гендерний розподіл, рівні

володіння англійською мовою, комунікативні

навички та культурну обізнаність. Очевидною

є значна гендерна диспропорція: представниці

прекрасної статі складають 83% учасників.

Щодо рівня володіння англійською мовою, то

більшість вважає себе на середньому рівні,

менша частка – на попередньому, початковому

або просунутому. Хоча впевненість у загальних

Doctor of Pedagogical Sciences, Professor, Head of Department of Didactics at the Institute of Pedagogy of National Academy of

Educational Sciences of Ukraine. WoS Researcher ID: GLV-1311-2022

Ph.D., Associate Professor, Doctoral Student at the Institute of Pedagogy of National Academy of Educational Sciences of Ukraine;

Associate Professor of Department of Foreign Languages at Educational and Scientific Institute of International Relations, Taras

Shevchenko National University of Kyiv, Ukraine. WoS Researcher ID: T-5186-2017

Ph.D., Associate Professor, Associate Professor of Department of Foreign Languages at Educational and Scientific Institute of

International Relations, Taras Shevchenko National University of Kyiv, Ukraine. WoS Researcher ID: KLZ-2739-2024

English teacher of Department of Foreign Languages at Educational and Scientific Institute of International Relations, Taras

Shevchenko National University of Kyiv, Ukraine. WoS Researcher ID: KMA-1498-2024

Malykhin, O., Bondarchuk, J., Tersina, I., Voitanik, I. / Volume 13 - Issue 76: 90-102 / April, 2024

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speaking, and writing. Limited engagement in

English conversations outside formal settings

indicates a need for increased practice

opportunities. Various strategies are employed to

enhance English skills, including media

consumption and interaction with native

speakers. These findings underscore the

importance of tailored support for learners at

different proficiency levels, promoting increased

engagement in English practice outside the

classroom, and integrating cultural sensitivity

training to enhance communication skills and

intercultural competence.

Keywords: communication skills,

communicative competence, effective

communication, language teaching, online

survey participants.

комунікативних навичках є високою, існують

певні проблеми з граматикою, говорінням та

письмом. Обмежена участь у розмовах

англійською мовою за межами офіційних

установ вказує на необхідність збільшення

можливостей для практики. Для покращення

навичок англійської мови застосовуються різні

стратегії, зокрема використання засобів

масової інформації та спілкування з носіями

мови. Ці висновки підкреслюють важливість

індивідуальної підтримки студентів на різних

рівнях володіння мовою, сприяння більш

активному залученню до практики англійської

мови за межами аудиторії та інтеграції

тренінгів з культурної чутливості для

покращення комунікативних навичок та

міжкультурної компетентності.

Ключові слова: комунікативні навички,

комунікативна компетентність, ефективна

комунікація, викладання мови, учасники

онлайн-опитування.

Introduction

In the contemporary global landscape,

characterized by the ever-evolving dynamics of

globalization and international collaboration, the

acquisition of proficiency in foreign languages

stands as a pivotal determinant of success.

Among these languages, English emerges as the

predominant lingua franca facilitating

communication across borders, disciplines, and

cultures. Various societies possess unique sets of

standards and principles that shape how

communication occurs. These cultural standards

play a pivotal role in determining the selection of

verbal actions, the level of explicitness or

subtlety employed, the application of courteous

tactics, and the understanding of significance

(Bernadette, 2017; Kádár & Zhang, 2019).

Despite the recognized importance of English,

numerous studies reveal significant deficiencies

in the development of communicative

competence among learners worldwide. For

instance, a 2020 report by the British Council

Collen (2020) found that less than 50% of non-

native English speakers demonstrated adequate

communicative competence, impacting their

academic and professional opportunities.

Language serves as an extraordinary instrument,

enabling humans to transmit not only

information but also their intentions, emotions,

and social interactions (Al-Athwary, 2022; Xiao

& Lee, 2022). However, achieving fluency

transcends mere acquaintance with grammatical

structures and vocabulary. It encompasses a

broader spectrum of language skills encapsulated

within communicative competence. This entails

the adept articulation of ideas with clarity and

confidence in oral expression, the adept

comprehension of spoken discourse in native-

like contexts, encompassing subtle nuances and

intricate details, and the adept interpretation of

texts spanning varying levels of complexity,

discerning both primary and ancillary themes.

Furthermore, effective writing entails the

production of clear, concise prose adhering to

grammatical conventions and stylistic norms.

The consequences of insufficient communicative

competence are far-reaching, affecting not only

individual career prospects but also broader

economic and social integration. Therefore,

investigating this area is critical. This study aims

to address the current gaps in communicative

competence by exploring effective teaching

methodologies and providing concrete

recommendations for educators. By enhancing

communicative competence, we can better

prepare learners for the demands of the

globalized world, thereby contributing to their

personal and professional success. Consequently,

communicative competence serves as the

cornerstone of language proficiency,

encompassing a multifaceted array of skills

essential for effective communication in diverse

contexts. This study not only highlights the

existing deficiencies but also underscores the

importance of targeted interventions to improve

communicative competence, thereby justifying

the need for this research.

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Literature Review

Previous research has thoroughly investigated

gender differences in academic settings. Psaki

et al. (2018) noted that in various low- and

middle-income countries, girls’ education is

advancing, yet gender disparities in educational

participation persist, with females frequently

outnumbering males. This pattern is reflected in

the findings of this study, which observed a

significant gender disparity among first-year

students. Moreover, Mott (2022) in her report

emphasized the multifaceted nature of gender

disparities, attributing them to a complex

interplay of sociocultural factors. Her mixed-

methods research combined quantitative surveys

with qualitative interviews, providing a

comprehensive view of the issue. However, Mott

acknowledged that further research is needed to

explore interventions that can effectively

mitigate these disparities. The current study’s

observation of a significant gender gap among

first-year students aligns with these previous

findings, indicating a persistent imbalance in

educational representation.

Understanding students’ perceptions of their

English proficiency levels is crucial for effective

language instruction. Khadigeh (2020)

conducted a survey-based study involving 500

non-native English speakers, highlighting the

importance of tailored language programs to

accommodate learners at different proficiency

levels. This study’s recommendations, which

include differentiated instruction and

personalized learning plans, resonate with the

current study’s analysis. Khadigeh’s work, while

insightful, was limited by self-reported data,

which may not accurately reflect actual

proficiency levels. Additionally, Smith et al.

(2019) underscored the role of diverse language

learning strategies, including exposure to

authentic materials and interaction with native

speakers, in enhancing language proficiency. The

findings regarding students’ varied approaches to

improving their English skills resonate with these

existing studies, emphasizing the need for a

multifaceted approach to language instruction.

Effective communication in English extends

beyond linguistic proficiency to encompass

cultural awareness and sensitivity. Tsang (2022)

emphasized the significance of cultural

competence in fostering successful cross-cultural

communication, a theme echoed in the current

study’s findings regarding the importance of

cultural awareness for effective communication.

Her ethnographic study involved international

students in a multicultural setting, revealing that

those with higher cultural awareness had better

communication outcomes. Tsang’s findings

support the current study’s emphasis on cultural

awareness, though her research was limited by its

small sample size. Furthermore, Johnson W. &

Johnson T. (2018) highlighted the role of

language practice outside formal settings in

enhancing communication skills, aligning with

the current study’s recommendations to

encourage more frequent English conversations

among students. Johnson W. and Johnson T.

pointed out the need for institutional support to

facilitate such practices, noting a gap in

extracurricular language learning opportunities.

Overall, the literature supports the importance of

addressing both linguistic and cultural

dimensions in language learning to promote

effective communication in English.

The European Union Department developed the

‘Common European Framework of Reference for

Languages’ (CEFR), which outlines language

competences demonstrated through activities and

actions related to generating and perceiving texts,

linked to specific communication topics and

areas, and using appropriate strategies (Council

of Europe, 2001). The CEFR underscores the

importance of developing communicative

competence to solve communication problems in

various conditions, an idea supported by

Bondarchuk (2023). Celce-Murcia (2007)

rethought the role of communicative competence

in language teaching, emphasizing its importance

in real-world communication contexts. Her work

aligns with the current study’s focus on practical

language use and cultural awareness.

Furthermore, the development of intercultural

communicative competence in teaching English,

as explored by Dvorianchykova et al. (2022),

emphasizes the integration of cultural elements

in language instruction, which is crucial for

fostering effective communication in

multicultural environments. Hult & Johnson

(2017) provided a practical guide on research

methods in language policy and planning,

highlighting the importance of robust

methodological approaches in studying language

education. Their insights underscore the

necessity of combining quantitative and

qualitative methods, as done in the current study,

to capture the complexity of language learning

processes.

Evans et al. (2021) explored the impact of

migration on educational outcomes, noting that

gender dynamics play a crucial role in the

adaptation and success of migrant students. Their

study, published in the IZA Journal of

Development and Migration, used a cross-

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sectional analysis to examine how educational

participation rates among migrants differ by

gender. The findings suggest that while female

migrants often achieve higher educational

outcomes, they face unique challenges that

require targeted support measures. This adds a

layer of complexity to understanding gender

disparities in education and supports the need for

comprehensive strategies to address these issues.

Kate Whiting (2020) in her article for the World

Economic Forum identified the top job skills of

the future, emphasizing the importance of

complex problem-solving, critical thinking, and

creativity. Whiting’s analysis indicates that

language proficiency, particularly in English, is

integral to these skills, as effective

communication is a cornerstone of global

collaboration and innovation. This aligns with

the current study’s emphasis on enhancing

communicative competence to prepare students

for future job markets. Wilson & Sabee (2003)

explicated the theoretical term "communicative

competence" in their comprehensive review,

highlighting its various components including

linguistic, sociolinguistic, and pragmatic

competencies. Their work, presented in the

"Handbook of Communication and Social

Interaction Skills," provides a detailed

framework for understanding how

communicative competence can be developed

and assessed. This theoretical foundation

supports the current study’s approach to

integrating diverse instructional strategies to

enhance communicative competence among

learners.

As per the definition provided in the 2014 Law

of Ukraine ‘On Higher Education’, competence

refers to a dynamic combination of knowledge,

skills, practical abilities, ways of thinking,

professional, ideological, and civic qualities, as

well as moral and ethical values. It determines an

individual’s ability to carry out professional and

educational activities successfully and is the

outcome of studying at a specific level of higher

education (Law of Ukraine 1556-VII, 2014).

Additionally, Lightbown and Spada (2013) and

Nation and Macalister (2010) provided

foundational insights into how languages are

learned and the design of language curricula,

respectively. Their works support the need for

diverse instructional strategies and the

integration of both linguistic and cultural

competencies in language education.

Despite these insights, gaps remain in the

literature regarding the most effective methods to

develop communicative competence.

Specifically, there is a need for more empirical

research on long-term outcomes of various

instructional strategies and the role of digital

tools in language learning. Additionally, while

cultural competence is acknowledged as crucial,

more studies are needed to explore how it can be

systematically integrated into language

instruction. The current study aims to address

these gaps by investigating the development of

communicative competence through a

combination of traditional and innovative

methods, including digital tools and cultural

immersion. By providing the results of the online

surveys for educators, this research seeks to

enhance communicative competence among

learners, thereby improving their personal and

professional prospects in a globalized world.

Reading books, articles, and other texts in

English can help improve your understanding of

the language and expand your knowledge of

different topics. Writing texts in English can help

improve your grammar and style. Additionally,

using online language resources and apps can

provide a variety of ways to practice your

language skills. Attending language courses and

clubs can be beneficial for socializing with other

English language learners and improving

language skills.

Methodology

This study employed an exploratory mixed-

methods approach to investigate language

learning and acquisition among first-year

university students. The research was designed to

provide both a broad overview and an in-depth

understanding of the subject, combining

quantitative and qualitative data to ensure

comprehensive findings. The research was

exploratory in nature, aiming to uncover patterns

and insights that could inform future studies and

interventions in language education. Quantitative

data was collected to assess various metrics,

including gender distribution, English

proficiency levels, and the frequency of English

conversations among participants. Techniques

used for the quantitative analysis included

descriptive statistics to summarize the basic

features of the data, frequency distributions to

determine the number of occurrences of different

responses, and correlation analysis to explore

potential relationships between different

variables such as gender and English proficiency

levels. Qualitative data was gathered to explore

participants’ communication skills, challenges,

strategies, and perceptions of cultural awareness

through open-ended survey questions.

Techniques used for the qualitative analysis

included thematic analysis to identify, analyze,

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and report patterns (themes) within the data and

content analysis to systematically categorize

textual information to identify trends and

patterns. A mixed analysis approach was

employed, combining quantitative assessments

with qualitative insights to provide a

comprehensive understanding of the research

objectives. This integration facilitated a robust

exploration of language dynamics, enhancing the

validity and reliability of the study findings.

The researchers carried out an exploratory study

in four Ukrainian universities using an online

survey conceived and developed by a team of

researchers. These universities were Taras

Shevchenko National University of Kyiv (Kyiv,

Ukraine), Kyiv National University of

Technologies and Design (Kyiv, Ukraine),

National University of “Kyiv-Mohyla Academy”

(Kyiv, Ukraine) and Volodymyr Vynnychenko

Central Ukrainian State University

(Kropyvnytskyi, Ukraine). To gather the

information the researchers needed, they

developed a web-based questionnaire in Google

Forms. The research participants were 95 first-

year students, selected based on their enrolment

in these universities.

The sample consisted of first-year students,

chosen to provide a representative sample of the

population under study. Participants were

selected using a purposive sampling method,

ensuring a diverse representation in terms of

gender and academic background. To ensure the

validity and reliability of the data, the following

measures were taken: the questionnaire was

pilot-tested with a small group of students to

refine the questions for clarity and relevance;

consistent procedures were followed in

administering the survey to all participants; and

combining quantitative and qualitative data

helped in cross-verifying the findings. Quality

control procedures included data cleaning to

ensure accuracy and completeness of the data by

checking for any inconsistencies or missing

responses, and ethical considerations such as

ensuring participant anonymity and

confidentiality, and obtaining informed consent

from all participants. The steps followed

included the development of the questionnaire by

a team of researchers, pilot testing and

refinement based on feedback, distribution of the

online survey to participants via university

communication channels, data collection over a

specified period, and data analysis using

statistical software for quantitative data and

qualitative analysis software for open-ended

responses. By providing these details, the

methodology ensures that other researchers can

accurately replicate the study, thereby

contributing to the reliability and validity of

future research in this area

Results and Discussion

This section presents the findings of the study,

which explored gender distribution, English

proficiency levels, communication skills, and

cultural awareness among first-year university

students in Ukraine. By analysing both

quantitative and qualitative data, the study offers

a comprehensive overview of the current state of

language learning and highlights areas requiring

further attention to enhance English language

instruction and proficiency.

A. Gender Data

Figure 1demonstrates the gender data on online

survey participants. The data in Figure 1 below

clearly shows that out of 95 students who took

part in the online survey, 83% were female and

17% were male. This indicates a significant

gender disparity, with females outnumbering

males by a considerable margin. Additionally,

the point “gender” reflects a minority

representation of males, accounting for only 17%

of the total population among freshmen. Overall,

the characterization of the point “gender”

underscores the unequal distribution of genders

within the first-year students due to a lot of

factors, especially war in Ukraine.

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Fig. 1. Gender difference between online survey participants.

B. Current English proficiency level

The analysis of the data reveals that the majority

of students, accounting for approximately 69.1%,

perceive their current English proficiency level

to be at the intermediate stage. This suggests that

a significant portion of the surveyed students are

comfortable with everyday conversations,

possess moderate comprehension skills, and can

express themselves with reasonable fluency.

Furthermore, the data indicates that 14.9% of

students consider themselves to be at a pre-

intermediate level, indicating a slight progression

beyond the beginner stage but still with a limited

command of English. Additionally, 10.6% of

students identify as beginners, suggesting that

they have a basic understanding of the language

but may struggle with vocabulary and grammar.

On the other hand, only 5.3% of students

perceive themselves to be at an advanced level of

English proficiency. This smaller proportion

indicates that a minority of surveyed students feel

confident in engaging in complex discussions,

comprehending nuanced language, and

expressing themselves fluently in various

contexts.

Fig. 2. Current English proficiency level of online survey participants.

The data underscores the importance of

recognizing the diverse proficiency levels among

English language learners. While a considerable

portion of students perceive themselves to be at

the intermediate level, indicating a satisfactory

command of the language for everyday

communication, there remains a significant

number at pre-intermediate and beginner levels

who may require additional support and

resources to progress further.

Furthermore, the relatively small percentage of

students identifying as advanced highlights the

need for tailored programs and opportunities to

challenge and nurture higher-level language

skills. Efforts to provide enrichment activities,

advanced courses, and opportunities for

immersion or authentic language practice could

benefit this subgroup of learners.

Overall, understanding the distribution of

students across different proficiency levels

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allows educators to better address the varied

needs and aspirations of learners. By offering a

comprehensive and inclusive approach to

English language instruction, institutions can

empower students to achieve their language

learning goals effectively and confidently.

C. Communication Skills

Communication skills encompass various

abilities that enable individuals to convey

information effectively, both verbally and non-

verbally, in diverse contexts and with different

audiences. These skills include listening,

speaking, writing, and non-verbal

communication such as body language and facial

expressions. Effective communication is

essential in personal, professional, and academic

settings, facilitating the exchange of ideas,

information, and emotions.

In personal relationships, strong communication

skills contribute to building trust, fostering

understanding, and resolving conflicts amicably.

In the workplace, effective communication is

vital for collaboration, teamwork, leadership, and

customer relations. Professionals who can

articulate their ideas clearly, actively listen to

others, and adapt their communication style to

different situations are often more successful in

their careers. Moreover, effective

communication is crucial for academic success,

as it facilitates learning, comprehension, and the

expression of ideas in both written and oral

forms.

Overall, communication skills play a pivotal role

in various aspects of life, influencing social

interactions, career advancement, academic

achievement, and personal development.

Enhancing these skills through training, practice,

and self-awareness can lead to improved

relationships, greater opportunities, and

increased success in both personal and

professional domains.

Our survey asked the first-year students to

evaluate their overall communication skills in

English. The results indicate that the majority of

respondents (69.1%) rated their confidence in

their overall communication skills in English as

a 4, indicating a high level of confidence.

Meanwhile, 34% of respondents rated their

confidence as a 3, suggesting a moderate level of

confidence. Only a small percentage of

respondents felt either not confident at all (5.3%)

or very confident (9.6%), with 16% of

respondents rating their confidence as a 2.

Fig. 3. Overall communication skills in English of online survey participants.

These findings suggest that a significant portion

of the surveyed individuals possess a relatively

high level of confidence in their English

communication skills. However, there is also a

notable percentage who may feel less assured in

this area. Further analysis could explore factors

influencing respondents’ confidence levels and

identify areas for improvement to support

individuals in enhancing their English

communication skills.

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Fig. 4. Aspects of communication in English the online survey participants find most challenging.

The survey results reveal that grammar is the

aspect of communication in English that

respondents find most challenging, with a

substantial majority of 66% identifying it as

such. Following grammar, speaking and writing

are cited as the next most challenging aspects,

with 50% and 42.6% of respondents,

respectively, indicating difficulty in these areas.

Listening and pronunciation are also mentioned

by a significant portion of respondents, with

31.9% and 27.7%, respectively, finding these

aspects challenging. Additionally, vocabulary

poses a challenge for 39.6% of respondents.

Interestingly, reading appears to be the least

challenging aspect, with only 4.3% of

respondents citing it as such.

These findings highlight specific areas where

individuals may require additional support or

resources to improve their English

communication skills. Further analysis could

delve into the reasons behind the perceived

challenges and explore strategies for addressing

them effectively.

Engaging students in English conversations

outside of the classroom or formal learning

settings is crucial for their language

development. It provides them with real-life

opportunities to practice and apply what they

have learned in class, thereby reinforcing their

language skills and confidence. Encouraging

students to converse in English outside of the

classroom fosters a more immersive learning

experience, helping them to adapt to various

communication contexts and interact with native

speakers. Additionally, such interactions expose

students to diverse accents, colloquial

expressions, and cultural nuances, enriching their

understanding of the language and enhancing

their cultural awareness. Overall, promoting

English conversations outside formal settings

empowers students to become more fluent,

confident, and culturally competent

communicators.

Fig. 5. Frequency with which online survey participants engage in English conversations outside of the

classroom or formal learning settings.

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The survey results indicate that a significant portion

of respondents engage in English conversations

outside of the classroom or formal learning settings

only occasionally, with 38.3% falling into this

category. Additionally, 42.6% of respondents

reported engaging in such conversations rarely.

On the other hand, a smaller proportion of

respondents reported engaging in English

conversations more regularly, with 13.8%

indicating that they do so regularly and 5.3% stating

that they engage in such conversations very

frequently.

These findings suggest that there may be limited

opportunities for individuals to practice their

English communication skills in real-life situations

outside of formal learning environments.

Encouraging more frequent and regular practice

through various means, such as language exchange

programs or conversation clubs, could help

individuals build confidence and fluency in

English.

Exploring effective strategies to enhance English

communication skills is vital for language

learners seeking proficiency and fluency. In

today’s interconnected world, where English

serves as a global lingua franca, individuals are

increasingly motivated to refine their language

abilities to engage in diverse personal, academic,

and professional contexts. Understanding the

varied approaches employed by learners to

bolster their communication skills offers

valuable insights into effective language

acquisition methodologies. From immersive

experiences such as conversing with native

speakers to utilizing multimedia resources like

movies, music, and podcasts, learners employ a

range of techniques tailored to their preferences

and learning styles. This exploration not only

sheds light on the diverse pathways to linguistic

mastery but also underscores the importance of

adaptability and creativity in the language

learning journey.

Fig. 6. Strategies the online survey participants use to improve their English communication skills.

The survey results reveal that respondents employ

various strategies to enhance their English

communication skills. A significant majority of

respondents, 90.6%, reported that they listen to

English music or podcasts as a method to improve

their English proficiency. Additionally, 83% of

respondents indicated that they watch English

movies or TV shows for language improvement.

Furthermore, a considerable proportion of

respondents, 76.6%, reported reading English

books or articles as a strategy to enhance their

communication skills. Engaging in conversations

with native speakers was also cited by 29.8% of

respondents as a method they use to improve their

English.

While fewer respondents mentioned participating in

language exchange programs, with only 16%

choosing this option, other strategies were also

reported. Some respondents mentioned conducting

lessons as a tutor, speaking with friends, and

participating in English-speaking clubs as

additional methods to enhance their English

communication skills.

In general, these findings demonstrate the diverse

approaches individuals employ to develop their

English proficiency, ranging from passive activities

like listening and watching to active engagement

through conversation and participation in language

exchange programs.

Cultural awareness plays a pivotal role in fostering

effective communication in English, transcending

mere language proficiency to encompass a deeper

understanding of societal norms, customs, and

values. In an increasingly interconnected world

where individuals from diverse cultural

backgrounds interact on a regular basis, the ability

to navigate cultural nuances is essential for building

rapport, fostering mutual respect, and avoiding

misunderstandings. Cultural awareness plays a vital

role in promoting intercultural competence and

fostering meaningful cross-cultural interactions.

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Fig. 7. Importance of cultural awareness for effective communication in English according to the online

survey participants.

The survey results indicate that respondents

generally recognize the significance of cultural

awareness for effective communication in

English. A substantial proportion of respondents,

38.3%, deemed cultural awareness as important,

while 26.6% considered it very important.

Additionally, 11.7% of respondents rated cultural

awareness as extremely important for effective

communication in English.

Only a small percentage of respondents, 3.2%,

indicated that cultural awareness is not important

at all. Similarly, a minority of respondents,

20.2%, viewed cultural awareness as somewhat

important.

These findings underscore the importance of

cultural sensitivity and understanding in

facilitating successful communication in

English, highlighting its role in fostering

meaningful interactions and bridging cultural

divides. The findings align with previous studies

that emphasize the multifaceted nature of

language learning. For instance, Krashen’s

(1989) Input Hypothesis highlights the

importance of comprehensible input in language

acquisition, which is reflected in the respondents’

use of English media. Similarly, Swain’s (1993)

Output Hypothesis underscores the role of

language production in developing proficiency,

evidenced by respondents’ engagement in

conversations. These connections suggest that

learners benefit from a balanced approach that

includes both input and output activities.

Moreover, the survey reveals that while many

respondents engage in English conversations

outside formal learning settings, there is still

room for increased frequency in such

interactions, which could further enhance their

proficiency. This finding is consistent with

research by Derwing & Munro (2013), which

emphasizes the importance of authentic

communication opportunities for language

learners to improve fluency and confidence.

Providing more opportunities for real-life

practice, such as language exchange programs or

conversation clubs, can bridge this gap.

Based on the survey results, it is evident that

there is a notable emphasis on the importance of

communication skills in English among the

respondents. Despite facing challenges, such as

grammar and vocabulary acquisition, the

majority of participants are actively engaged in

improving their communication abilities through

various means, including watching English

media, listening to podcasts, and reading English

materials. The survey also highlights the

significance of cultural awareness in effective

communication, with a considerable portion of

respondents acknowledging its importance. This

underscores the need for learners to not only

develop linguistic proficiency but also to

cultivate an understanding of cultural nuances

and context.

Moreover, the survey reveals that while many

respondents engage in English conversations

outside formal learning settings, there is still

room for increased frequency in such

interactions, which could further enhance their

proficiency. Overall, the findings suggest a

strong awareness among respondents regarding

the importance of communication skills in

English and a willingness to actively work

towards improving them. Moving forward,

continued efforts to address challenges and

enhance cultural awareness can contribute to

more effective communication in English.

100

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The analysis of the data underscores the

importance of recognizing the diverse

proficiency levels among English language

learners, with a significant portion of students

perceiving themselves at the intermediate level.

However, there remains a notable number at pre-

intermediate and beginner levels who may

require additional support and resources to

progress further. Efforts to provide tailored

programs and opportunities for advanced

learners are essential, as indicated by the

relatively small percentage of students

identifying as advanced. Enrichment activities,

advanced courses, and opportunities for

immersion or authentic language practice could

benefit this subgroup of learners. These findings

echo the principles of differentiated instruction

(Tomlinson, 2001), which advocate for varied

teaching methods to meet the diverse needs of

learners.

Overall, understanding the distribution of

students across different proficiency levels

allows educators to better address the varied

needs and aspirations of learners. By offering a

comprehensive and inclusive approach to

English language instruction, institutions can

empower students to achieve their language

learning goals effectively and confidently.

Moving beyond proficiency levels, effective

communication skills in English are crucial for

personal, professional, and academic success.

While a majority of respondents express

confidence in their overall communication skills

in English, there are specific areas such as

grammar, speaking, and writing where

challenges persist. Encouraging students to

engage in English conversations outside of

formal learning settings is vital for their language

development. While a significant portion of

respondents already do so occasionally or

regularly, there is still room for increased

frequency, which could contribute to enhanced

proficiency and confidence.

The strategies employed by respondents to

improve their English communication skills

vary, highlighting the importance of catering to

individual preferences and learning styles. From

passive activities like listening and watching to

active engagement through conversation,

learners utilize a diverse range of methods to

bolster their proficiency. These strategies align

with findings by Oxford (1990), who identified

various language learning strategies that

contribute to successful language acquisition,

including cognitive, metacognitive, and social

strategies. Cultural awareness emerges as a

critical component of effective communication in

English, with respondents recognizing its

significance in fostering meaningful interactions

and bridging cultural divides. Incorporating

cultural sensitivity training into language

learning programs could further enhance

learners’ communication skills and intercultural

competence, as suggested by Byram (1997).

Incorporating cultural sensitivity training into

language learning programs could further

enhance learners’ communication skills and

intercultural competence.

Thus, the survey results underscore the

importance of communication skills in English

and cultural awareness among first-year

university students in Ukraine. The findings

suggest a strong awareness among respondents

regarding the importance of these skills and a

willingness to actively work towards improving

them. Moving forward, continued efforts to

address challenges and enhance cultural

awareness can contribute to more effective

communication in English.

Conclusions

The conclusions drawn from the survey

underscore a pervasive acknowledgment among

participants of the vital significance of effective

communication skills in English. Moreover, it

reveals an encouraging disposition among

respondents to actively engage in endeavors

aimed at refining these skills. Recognizing the

multifaceted nature of language acquisition, it

becomes apparent that continued efforts are

imperative to overcome obstacles, foster a deeper

understanding of cultural nuances, and provide a

spectrum of learning avenues. By addressing

these facets comprehensively, the trajectory

towards more proficient English communication

among language learners can be significantly

bolstered. Consequently, initiatives geared

towards offering tailored support, promoting

cultural sensitivity, and expanding access to

diverse learning resources are poised to yield

tangible advancements in English language

proficiency. This includes implementing

enrichment activities, advanced courses, and

opportunities for immersion or authentic

language practice to cater to various proficiency

levels, as well as incorporating cultural

sensitivity training into language programs.

Ultimately, these endeavours stand to not only

enrich individual communication abilities but

also contribute to broader societal and

intercultural cohesion. By integrating insights

from existing literature, such as the theories of

Krashen, Swain, and Oxford, educators can

develop more effective strategies to support

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language learners. Enhanced focus on providing

diverse and frequent opportunities for authentic

communication, tailored instructional

approaches, and cultural sensitivity training can

empower learners to achieve greater proficiency

and confidence in English. This holistic approach

to language education promises to foster more

effective and meaningful interactions, both

within and beyond the academic environment.

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