Abstract

This study examined the relationship between oral presentation fluency and speaking fluency among junior high school students from a selected public school in Kabankalan City, Negros Occidental, Philippines. Grounded in Hymes’ Communicative Competence Framework, the study employed a descriptive-correlational method to determine the level of both fluencies and the relationship between the two variables. A total of 96 students were selected through stratified random sampling from a population of 127 learners. Data were collected using a researcher-made questionnaire and a teacher-rated oral presentation rubric, both of which were validated and found to be reliable. Pearson’s correlation analysis indicated a strong, positive, and significant relationship (r = 0.739, p < 0.001) between oral presentation fluency and speaking fluency. The findings suggest that students who perform well in structured oral presentations are more likely to demonstrate higher levels of general speaking fluency. The study emphasizes the importance of integrating oral presentation tasks into English lessons to enhance students’ communicative competence and overall fluency.