The American Journal of Social Science and Education Innovations
16
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TYPE
Original Research
PAGE NO.
16-22
10.37547/tajssei/Volume07Issue08-03
OPEN ACCESS
SUBMITED
19 July 2025
ACCEPTED
28 July 2025
PUBLISHED
07 August 2025
VOLUME
Vol.07 Issue 08 2025
CITATION
Nelli Chentsova. (2025). Bridging The Gap Between Language and Life:
Practical Strategies for Real-World Speaking Skills. The American Journal of
Social Science and Education Innovations, 7(8), 16
–
22.
https://doi.org/10.37547/tajssei/Volume07Issue08-03
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Bridging The Gap Between
Language and Life:
Practical Strategies for
Real-World Speaking Skills
Nelli Chentsova
Founder and Methodologist of High Mark Schools Russia, Moscow
Abstract:
Low motivation, severe anxiety, and limited
opportunities for practice speaking in an authentic
setting are common causes of frustration for adult
language learners arising from the overreliance on
grammatical-heavy and emotionally disconnected
instructional methods. The LIFE TALK method, an
emotionally charged communicative approach created
to close the gap between classroom instruction and
everyday language use, is introduced in this article. The
approach, which is based on communicative language
instruction and emotional intelligence theory, combines
organized reflection, real-world situations, and personal
storytelling to improve soft skill development and
speaking confidence. The study illustrates how LIFE TALK
promotes motivation, empathy, and interpersonal
competence, making language learning more relevant
and transformative for adult learners. It does this by
drawing on recent empirical research. According to data
from program assessments and classroom applications,
LIFE TALK enhances learners' emotional preparedness to
speak English in a variety of social and professional
contexts as well as their linguistic performance.
Language instructors, curriculum designers, teacher
trainers, and researchers with an interest in emotional
intelligence, communicative techniques, and adult
learner engagement will find this article especially
helpful.
Keywords:
emotional intelligence, communicative
language
teaching,
adult
learners,
real-world
communication, speaking skills, soft skills, task-based
learning, language anxiety, storytelling in education,
reflective practice.
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The American Journal of Social Science and Education Innovations
Introduction:
Adult language learners usually face unique challenges
that impede their growth and motivation, ranging from
persistent foreign language anxiety and diminished
involvement to cognitive overload from grammar-
focused instruction. The emotional depth and life
experience that adult learners bring to the classroom are
frequently
overlooked
by
traditional
language
instruction. Many students consequently deal with
enduring issues including worry, disinterest, and a lack
of possibilities for deep dialogue. Even while emotional
intelligence (EI) is becoming more widely acknowledged
as a crucial component of successful learning, there are
still few useful frameworks for incorporating EI concepts
into regular language instruction.
In order to close that gap, this article presents and
critically assesses the LIFE TALK technique, a structured
communicative approach intended to boost speaking
confidence and emotional involvement in adult EFL
learners. Based on communicative language instruction
and emotional intelligence theory, the study examines
empirical data and real-world results in a variety of
learning environments. LIFE TALK offers a flexible,
human-centered paradigm for adult education that
fosters both linguistic and emotional growth by
incorporating crucial soft skills like empathy, self-
awareness, and interpersonal communication.
Methods and Materials
The shortcomings of conventional grammar-centered
training in promoting language use in everyday
situations are being highlighted by an increasing amount
of research. Akbar et al. [1] emphasize the importance
of communicative methods by showing that strict focus
on grammar rules can hinder EFL learners’ ability to
engage in meaningful communication. The LIFE TALK
method's emphasis on emotional involvement is directly
supported by Aljasir's mixed-methods study, which
shows a substantial association between emotional
intelligence (EI) and language learner engagement [2].
In their investigation of the function of storytelling in
senior learners' language acquisition, Balyasnikova and
Gillard demonstrate how personal tales might improve
learning results and engagement [3]. In their study of
highly educated adult immigrants' identity negotiations
through Finnish language learning, Chavez Rodriguez et
al. demonstrate the intimate connection between
language learning and cultural and personal identity [4].
The communication-centered design of the LIFE TALK
technique is reinforced by Fauzi and Ridwan's empirical
proof of the efficacy of Communicative Language
Teaching (CLT) in enhancing English speaking abilities
[5].
Hashim et al. provide additional support for LIFE TALK's
emphasis on life-relevant communication by discussing
how task-based language learning develops critical soft
skills like teamwork and problem-solving [6]. Indiana &
Pangatungan support the multidimensional approach of
LIFE TALK by analyzing how integrating techniques,
technology, and cultural awareness might maximize
adult language acquisition [7]. Mouhoubi-Messadh &
Khaldi highlight the psychological support components
of the LIFE TALK method and stress the significance of
treating speaking fear in the language classroom [8]. The
benefits of learner-centered and emotionally safe
teaching approaches are demonstrated by Norman and
Eslami's presentation of adult ESL learners' favorable
opinions of interactive teaching [9]. In keeping with the
LIFE TALK method's emphasis on experiential learning,
Anagnostopoulou et al. demonstrate that realistic, real-
life tasks in online ESL/EFL training improve skill transfer
[10]. According to Powell, task-based language
instruction can support the growth of university
students' soft skills, which are essential to the LIFE TALK
framework and include communication and teamwork
[11].
The LIFE TALK methodology is a conversational style that
is emotionally focused and aims to replicate real-life
communication as nearly as possible. Teachers create a
relaxed environment by utilizing entertaining activities
or casual chat to activate students' prior knowledge and
lower fear. In order to engage learners' affective
domain, the lesson offers an element of emotional
intelligence, such as talking about emotions or
situations that personally resonate. According to recent
research, learners' engagement and language learning
progress are strongly positively correlated with their
emotional intelligence [2]. Pupils are urged to improvise
language as they would in authentic situations and to
draw on their own experiences. The larger pedagogical
movement toward task design that emphasizes
authenticity is reflected in this experiential design. For
example, compared to standard textbook exercises,
authentic tasks
—
which mimic real-world scenarios
—
produced more comprehensive learning outcomes,
according to a 2023 study on task-based learning [10].
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By placing the learner experience at the center of the
lesson, the LIFE TALK technique expands on these
discoveries.
Reflective practice is generally considered to be
advantageous for ongoing development and promoting
a growth mindset in language learning, even though
rigorous research on reflective activities in speaking
classes is still in its infancy [6]. The LIFE TALK technique
reinforces the premise that language acquisition is a
journey of self-development by incorporating a
reflection phase that helps students identify their
strengths, address any remaining speaking anxiety or
blunders without passing judgment, and set personal
goals.
This is enhanced by the LIFE TALK method, which
incorporates emotional content, something that
traditional approaches hardly ever did. It fosters
emotional intelligence in the language classroom by
recognizing emotions (such as joy, bewilderment, and
worry) as a component of language use. This is
important because emotional elements can alter
communication readiness; it has been observed that
instructor empathy and supportive classroom affect
reduce anxiety when speaking a foreign language [8]. By
treating students as both language users and
emotionally sensitive people, LIFE TALK contributes to
the development of a psychologically secure
atmosphere in which communication can organically
thrive.
Results and Discussion
The LIFE TALK methodology was first introduced in 2020
and has since been used in a variety of settings, including
corporate training events, online group workshops, and
individual tutoring. Class scenarios are carefully crafted
to meet the needs of the students. This supports more
general research showing that when adult learners see
the practical value of their language sessions, they
become highly motivated [9, p. 30]. LIFE TALK takes
advantage of this by making sure every session is directly
related to common communication opportunities or
obstacles.
Some frequent affective barriers also seem to be
lessened by LIFE TALK's emotionally supportive
framework. This is in line with educational advice to
address students' feelings and concerns during class [8].
These findings are corroborated by internal program
surveys conducted at High Mark schools, which show
that 60% of students reported feeling less anxious or
apprehensive when speaking English and that 72% of
students felt more comfortable speaking after about ten
LIFE TALK sessions (compared to their initial lessons).
There are several ways in which the LIFE TALK method is
different from traditional grammar-centric approaches.
A comparison between the LIFE TALK method and the
traditional approach to language learning is shown in
Table 1.
Table 1. Paradigm shift in language teaching due to the utilization of the LIFE TALK™ method
Traditional Approach
The LIFE TALK™ method
Grammar-focused
Communication-focused
Rule memorization
Real-life, spontaneous speaking
Delay free speech until mastery
Start speaking from the beginning
Low emotional engagement
Integrates emotional intelligence
Fixed textbooks role-plays
Improvised personal scenarios
First of all, it makes language as communication rather
than as a system the main focus. Conventional
approaches frequently place more emphasis on
memorizing rules and using proper grammar, limiting
free speech until students have mastered forms. LIFE
TALK, on the other hand, treats grammar as a tool rather
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than the end objective and immerses students in
communication from the very beginning. By fostering
interactive, student-centered learning environments,
the communicative language teaching methodology has
been demonstrated to dramatically increase speaking
proficiency [5].
The LIFE TALK method's underlying concepts are
strongly supported by the emotional intelligence profile
shown in Figure 1 of Aljasir's study.
Figure 1. Mean Scores for the EI Components by Aljasir [2]
According to the figure, adult EFL learners had the
greatest motivation scores, followed by self-awareness
and social skills. Self-regulation and empathy scores
were marginally lower but still significant. The LIFE TALK
methodology's emphasis on emotional involvement and
personal significance during speaking activities is closely
5
4
3
2
1
0
3.5
9
Self-
Awareness
3.5
2
Self-
Regulation
3.6
1
Motivation
EI
Componen
3.4
4
Empathy
3.5
6
Social
Skills
Mean
Scor
es
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aligned with this distribution. The approach makes use
of students' innate desire and interpersonal sensitivity
to increase engagement and foster communication
confidence by organizing classes around emotionally
charged situations and thoughtful dialogues.
As a result of language practice, LIFE TALK also develops
a number of soft skills for the twenty-first century.
Students practice empathy (listening to others'
perspectives), cultural understanding, and self-
reflection by working with personal narratives and
group conversations. According to a recent study
conducted in Malaysia, task-based language learning
can foster soft skills like problem-solving, teamwork,
and communication
—
especially when the assignments
are genuine and learner-centered [6]. Figure 2 shows
which interpersonal and cognitive skills first-year
students found most difficult before starting university,
offering strong empirical evidence for the LIFE TALK
method's emphasis on soft skills.
Figure 2. Analysis of soft skills difficulties by Powel [11]
The chart shows that among novice learners, the most
commonly
mentioned
challenges
were
time
management, teamwork, creative thinking, and
communication and interpersonal skills. These results
support the inclusion of structured soft skill
development in language instruction, especially for
university-level and adult learners who could be
insecure or unprepared for interactions in the real
world. These shortcomings are directly addressed by the
LIFE TALK method's experience-based, emotionally
charged methodology.
This is supported by the LIFE TALK method's results,
which show that learners gain emotional intelligence
and interpersonal abilities in addition to language
proficiency. The concept was presented in the "Moscow
Longevity" program for older adult education,
demonstrating its applicability for senior learners who
prioritize social involvement just as much as language. It
has also been recognized in circumstances involving
non-traditional language learning. Furthermore, first
comments from academic observers at Moscow State
Pedagogical University and Moscow State Linguistic
University have been favorable, highlighting the creative
fusion of language practice and emotional engagement.
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This acknowledgment implies that bridging the gap
between language and life fills a need that many
educators have sensed deep down: language instruction
should result in more than simply test scores; it should
also generate self-assured speakers who can utilize the
language to get by in everyday situations. After
implementing LIFE TALK, schools saw a 70% increase in
the number of adult learners they served over the
course of two years, suggesting that the method meets
the needs of students who require real-world speaking
abilities. Additionally, the emphasis on soft skills and
speaking resulted in a variety of course offerings
(corporate workshops, individual coaching, etc.), which
helped the High Mark schools increase their revenue by
about 40%. Despite being context-specific, these
numbers emphasize a crucial issue for the field: In
addition to improving learning outcomes, strategies that
successfully address students' psychological barriers and
communication demands can also increase participation
and retention in language programs.
Given evidence that teachers' emotional intelligence can
result in increased student engagement and a more
positive classroom environment, teacher training
programs may want to emphasize the importance of EI
and empathy abilities for teachers [2]. Reflective
teaching strategies allow in-service teachers to
continuously observe how students react and modify
their methods to provide both challenge and emotional
comfort. Teachers who focus on the affective
component of speaking (by comprehending students'
motives and worries) are more equipped to assist
students in overcoming speaking challenges, according
to Mouhoubi-Messadh and Khaldi [8].
As demonstrated by senior storytelling programs, which
greatly benefit from honoring learners' life experiences,
scenarios can be customized for retirees or older
individuals to fit everyday chores or reminiscence
exercises that verify their lifetime of experiences. [3,
page 88]. Teachers can match language development
with immediate job competence by incorporating
professional soft skills (negotiating, active listening, and
providing feedback) into the Life Talk exercises in
workplace or corporate language training. Lastly,
organizations and curriculum developers ought to assist
educators during this shift. Recent educational research
recommends changes including redesigning the
curriculum to include authentic tasks and offering
professional
development
on
emotional
and
communicative teaching practices [6].
In fact, a 2023 study on soft skills in education from
UNESCO emphasizes that in order to adopt
comprehensive, skill-focused approaches, institutional
commitment and teacher training are required.
Language programs and schools may begin by
implementing the LIFE TALK approach or some of its
elements in a small number of classes, gathering
feedback, and then progressively expanding. Positive
results from High Mark's implementation demonstrate
that this kind of innovation can be fruitful in terms of
program expansion and student satisfaction. Even
without formally adopting the LIFE TALK technique
label, any language instructor can start to close the gap
between classroom language and real-life conversation
by following these suggestions.
Conclusion
In conclusion, cultivating emotional intelligence through
communicative language learning is a powerful strategy
to improve adult learners' experiences and outcomes.
The LIFE TALK technique demonstrates how including
soft skills into language learning can effectively solve
long-standing problems like student demotivation,
anxiety, and the stiltedness of grammar-heavy training.
By
firmly
grounding
lessons
in
real-world
communication and emotional engagement, the
approach promotes a more inclusive and effective
learning environment where cognitive and affective
growth coexist.
This approach has broader implications that influence
teachers' perspectives on teaching languages. It forces
the field to reconsider "soft skills" as being necessary for
language
competency
as
opposed
to
being
extracurricular or additional. Emotional intelligence
abilities, such as empathy, self-awareness, and social
communication, are linguistic competencies in context;
they evaluate a person's capacity to use a new language
in real-world contexts. The results demonstrate that
cultivating these attributes promotes rather than
hinders the acquisition of "hard" language skills.
In the end, integrating emotional intelligence into
language training is a combination of two significant
educational movements: communicative language
teaching, which promotes meaningful engagement, and
social-emotional learning, which stresses learners'
holistic development. In this area, there is an obvious
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need for more study and real-world testing. Teachers,
organizations, and legislators are urged to fund
additional research, test out novel strategies like LIFE
TALK, and share successful strategies. More than merely
a change in methodology, this signifies a larger
movement in language teaching toward a more human-
centered approach that fosters both intellectual and
emotional growth.
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