Implementing an Oral Proficiency Interview (OPI)-Based Practice Module to Enhance the English-Speaking Skills of Air Cadets
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Abstract
This study aimed 1) to assess the impact of an Oral Proficiency Interview (OPI)-Based Practice Module, designed in textbook form to mirror the OPI sequence, on the English-speaking proficiency of Air Cadets, and 2) to examine the module’s strengths and limitations through classroom observations. Participants were 23 fifth-year cadets at the Navaminda Kasatriyadhiraj Royal Air Force Academy, divided into a treatment group (n = 11) and a control group (n = 12). The treatment group practiced with the OPI-Based Module, while the control group followed the standard curriculum. Research instruments included the OPI-Based Practice Module, pre- and post-test OPIs aligned with CEFR descriptors, and structured classroom observations. Quantitative results showed that all 11 cadets in the treatment group (100%) improved: 5 advanced from A2 to A2+, 4 from A2 to B1, 1 from B1 to B2-, and 1 from B1+ to B2. In contrast, only 4 of 12 cadets (33%) in the control group showed noticeable gains, while others remained unchanged or slightly regressed. The strongest improvements were found in vocabulary range, discourse management, role-play interaction, and pragmatic competence. Qualitative findings confirmed that treatment group cadets gained greater confidence, participated more actively, and managed unpredictable communication tasks more effectively. Limitations included persistent grammatical errors, limited use of discourse markers, and time constraints during the intervention. Overall, the study indicates that the textbook-based OPI module is an effective tool for improving speaking proficiency and preparing cadets for oral proficiency assessments as well as authentic communication in professional and international contexts.
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