” (*Rosenfeld*, [@B22], p. 3). These are two very powerful providers of spoken content that are challenging to use effectively in a classroom setting. However, using spoken content as opposed to written content has the potential to be a tool that can be more easily incorporated into traditional teaching methods such as lecture and tutorial formats. It is not entirely clear what impact the use of spoken content would have on students' learning. The teaching of speech in a traditional context, such as an academic lecture or tutorial is known to hinder students' understanding and thus impede their learning. Speech is often not used as a tool for helping students to grasp an abstract concept (Campbell, [@B5]; Kleman and Polillo, [@B17]) and therefore can hinder rather than facilitate students' learning.
However, if speech is not used as a tool for presenting content, then a teacher who incorporates Spoken English in their teaching would have the potential to use spoken content as a learning tool. Indeed, the use of spoken content as a tool for communicating content is a mode of communication that is well suited to the digital age, as it uses short term memory as well as the ability to process spoken and written information in parallel. Communication that is facilitated by using Spoken English has been shown to be much more effective than communication that is facilitated using written content alone (Campbell, [@B5]). This is because spoken content helps to provide contextual information that goes beyond the literal meaning of the words used. Therefore, the use of spoken content in a classroom would help to create a learning environment where students are more likely to be able to understand the meaning of the spoken content (Campbell, [@B5]). This would be a useful addition to the teaching methods of a teacher who is interested in using Spoken English as a tool for helping to improve their students' spoken English.
Present study {#s1}
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In order to investigate whether there is any evidence that the use of Spoken English can help to improve students' spoken English, an investigation was conducted that adopted a quantitative research approach. An initial exploratory study that investigated the effectiveness of using Spoken English was undertaken. This study investigated the effectiveness of using Spoken English as a learning tool in a classroom setting. In this study, a controlled group design was used, with participants receiving Spoken English for a term and a control group that received no Spoken English. The teaching method of Spoken English that was used in
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