Exploring English Translation and Speaking Improvement: A Qualitative Experimental Case Study

This study aimed to qualitatively analyze the positive and negative factors influencing the improvement of English speaking skills by applying SKOPOS translation theory to a nine-month Global Talent English Program for civil servants in City B in 2024. The study also examines the effectiveness of English speaking-focused instruction based on this theory. To assess participants’ initial English proficiency, a pre-program English test was conducted, followed by an analysis of their speaking improvement in the final session. The findings reveal that, first, the participating public officials exhibited a significantly high frequency of filler words and hedge words during conversations. It indicates an elevated ‘affective filter’ related to concerns about ‘face.’ Another was that nearly all participants demonstrated a significant lack of understanding and application of English phrasal verbs in daily communication. Third, most participants struggled with natural English communication due to excessive use of vocabulary associated with cognitive academic language proficiency in school during speaking interviews. Fourth, an increased ‘affective filter’ related to English grammar led to a strong tendency to prioritize grammatical accuracy over fluency. Based on these findings, the development of tailored English instructional materials is crucial for achieving the objectives of this program. Specifically, global English education programs should emphasize goal-oriented instruction that enhances the recognition and use of English phrasal verbs for natural, everyday conversations. Furthermore, the development of basic interpersonal communicative skills (BICS) requires in-depth and ongoing research, along with well-designed English learning materials