Effectiveness of Point, Reason, Example, Point (PREP), and Conventional Approaches in Improving English Speaking Proficiency

Persistent challenges in English oral communication among Filipino junior high school learners underscore the need for instructional approaches that support real-time speech planning and delivery. Anchored in Vygotsky’s Sociocultural Theory, which emphasizes scaffolded learning through structured support, this study compared two speaking models designed to guide students’ idea organization and linguistic accuracy: the PREP (Point–Reason–Example–Point) Framework and the Conventional (Introduction–Body–Conclusion) Model. Using a quasi-experimental pretest–posttest design, two intact Grade 9 classes from a public school underwent an eight-week intervention based on their assigned model. Speaking proficiency was assessed through a validated analytic rubric across five dimensions: fluency, pronunciation, grammar accuracy, vocabulary use, and organization. Repeated Measures MANOVA and MANCOVA were used to determine within-group improvements and between-group differences. Results showed that both groups began at a Satisfactory proficiency level; however, the PREP group demonstrated significant gains in fluency, pronunciation, grammar accuracy, and vocabulary, while the Conventional group showed significant improvement only in vocabulary. Between-group comparisons further indicated that PREP produced significantly greater improvements in fluency, pronunciation, and grammar accuracy, whereas both models yielded comparable outcomes in vocabulary and organization. Overall, the findings suggest that PREP provides a practical scaffold that supports clearer and more accurate real-time oral production, making it a beneficial strategy for improving English speaking proficiency among Filipino junior high school learners.