The problem

The ability to effectively communicate in English is widely recognized as a crucial attribute for contemporary communication and social advancement. The proficiency in the English language has been acknowledged as a vital determinant for achieving professional achievement in numerous locations across the globe (Ahmad, 2008; Hamid, 2012; Hamid, Jahan, & Islam, 2013; Leitner, Hashim, & Wolf, 2016; Rahman & Pandian, 2018). In many countries, English has emerged as the primary language for several domains such as business, technology, education, and communication, in many cases following a British colonial legacy spanning around even centuries.

As it was shown by Kania Chowdhury from Department of SLASS, Chittagong Independent University, in the specific context of Bangladesh, despite English instruction being provided to students from the elementary level, the endeavors to enhance oral proficiency in the English language appear to fall short of their intended objectives even after a twelve-year duration of instruction, resulting in unexpected subpar speaking abilities. Insufficient research has been conducted in Bangladesh to address the issue of poor learning policies and the students’ lack of cognitive understanding and proficiency in English. This lack of research hinders the development of effective remedies to this pressing issue.

The aforementioned study investigates suitable learning materials for undergraduate learners at Chittagong Independent University in order to enhance their speaking and practicing skills. The data was obtained through the administration of 22 closed-ended and 3 open-ended questionnaires to a sample of 120 learners, selected randomly from five distinct sections. The development and implementation of the surveys were thereafter accompanied by the renowned Likert Scale (1932).

As it was presented during the study, variety of challenges arise for students who enter their undergraduate studies with limited proficiency in the English language, which can be quite upsetting. Given the above-mentioned context, it is anticipated that the study will ascertain the potential challenges associated with effective oral communication.

The analysis conducted in the study suggests several recommended strategies for effectively engaging all learners. The learning theory of Cognitive Development places greater emphasis on the fundamental psychological concerns compared to other obstacles. The used approach aligns with the renowned learning theory of Cognitive Development in the English as a Foreign Language (EFL) classroom. It also resonates with cognitive development theory, pioneered by the educational psychologist Jean Piaget. It emphasizes “metacognition,” or thinking about thinking, to understand how cognitive processes evolve and impact learning. This theory posits that children progress through stages of cognitive development as they construct their understanding of the world. On the other hand, the sociocultural theory formulated by Lev Vygotsky highlights the significance of social interactions and communication in learning as well as emphasizes that learners acquire cultural values and knowledge through social connections. In the context of digital learning environments, Warschauer & Kern (2020) extend the application of Vygotsky’s sociocultural theory, illustrating how social interactions via digital platforms play a crucial role in language learning today. This modern interpretation of ‘scaffolding’ reflects the evolving nature of social learning in the digital age.

Following both theories, one cannot underestimate the role of new technologies in student’s engagement and individual approach to studying foreign languages, including English. The AWT (i.e. All We Talk project) project assumes gamification with use of AI LLM models in maximizing learners commitment and assuring an individual pace of the cognitive process with overcoming obstacles.