scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

2021 ◽  
Author(s):  
Solange Wagner Locatelli ◽  
Bette Davidowitz
Keyword(s):  
Undergraduate Students ◽  
Chemical Reaction ◽  
Chemistry Education ◽  
Self Regulation ◽  
Real Life ◽  
Explanatory Models ◽  
Explanatory Model ◽  
Future Application ◽  
Correct Figure ◽  
Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

scholarly journals Developing Writing Materials Based on Eclectic Approach for Indonesian EFL Learners

2018 ◽  
Vol 2 (1) ◽  
pp. 97
Author(s):  
Kurniasih Kurniasih ◽  
Henny Rahmawati
Keyword(s):  
Instructional Material ◽  
Real Life ◽  
Target Language ◽  
Essay Writing ◽  
Efl Learners ◽  
R And D ◽  
Need Analysis ◽  
Eclectic Approach ◽  
Real Life Situation ◽  
Preliminary Study

<p>This study aims at developing writing materials based on Eclectic Approach for Indonesian EFL learners. The material is mainly developed and used for teaching essay writing for the third-semester students in the English Department, University of Islam Malang. It is also expected that the materials lower their anxiety as the findings of the preliminary study. This R and D research adapted development model proposed by Borg and Gall with the following procedures: need analysis, developing writing materials, expert validation, revision I, try out, revision II, and final product.  The final product of this research is an instructional material for Writing III course which was developed by considering students' needs, levels, suggestions, and feedback from experts. It also made used of the principles of Eclectic approach to lower their anxiety in writing essay, such as providing much exposure toward the target language with less pressure, integrating the good sides of various teaching techniques, using real-life situation to make learning more comprehensible, considering the students' needs, teaching and introducing contextual grammar and vocabulary, and integrating all language skills.</p>

Discussion Upon the Constructed Limits of Design Studios

2015 ◽  
Vol 40 (2) ◽  
pp. 5-11
Author(s):  
Yiğit Acar
Keyword(s):  
Undergraduate Students ◽  
Architectural Design ◽  
Real Life ◽  
Design Practice ◽  
Sociological Study ◽  
Design Problems ◽  
Actual Design ◽  
Real Life Situation ◽  
Studio Practice

We can define architectural design studios as environments of simulation. Within this simulation limitations of real life architectural problems are constructed, yet the constructed reality is far from the reality of existing practice. In Architecture: Story of Practice, Dana Cuff, makes a sociological study of the architectural design practice and in the volume she discusses design studios as limited versions of the actual design practice. As compared to the actual practice in the studio the students are alone, there isn’t a multiplicity of actors involved in the process, and the design problems are clearly defined. Cuff points out to these shortcomings and provides guidelines to overcome them. One of the shortcomings mentioned in Cuff’s study is that: design studios do not represent the variety of actors that are present in a real life situation. Cuff suggests to include representatives of different actors in the studio practice to overcome this. If the studio fails to support itself with a variety of actors, to compensate the short coming of actors, the instructors start taking the role of many possible participants of a design process. The instructors simulate: the user, the owner, the engineer, the contractor and so on so forth. This type of an approach in the design studios leads to a certain result: the ideological construct of the instructors becomes the foundation of the constructed reality of the studio. This study explores the ideological construction of the design studio through active involvements with undergraduate students. Through the findings of two discussion sessions, students’ own ideological positions, their relationship with the external realities and limits imposed on such relations by the studio instructor’s own ideological stances are explored.

scholarly journals Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study

2019 ◽  
Vol 9 (4) ◽  
pp. 711-736
Author(s):  
Zarina Marie Krystle M. Abenoja ◽  
Matthew DeCoursey
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Real Life ◽  
Target Language ◽  
Tertiary Institution ◽  
Positive Effects

The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.

scholarly journals SPEAKING CHALLENGES THAT ENCOUNTER 2ND AND 3RD YEAR EFL UNIVERSITY STUDENTS

2018 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
Feras Al-Esaifer Saleh A Al-Esaifer ◽  
Hisham Alshareef Mohammed A. Alshareef
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Influential Factors ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
English Speaking ◽  
The Common ◽  
Speaking Skills

This research investigated the common problems and difficulties that face 2nd and 3rd year undergraduate students in developing their speaking skills. The qualitative approaches (interview and observation) were used as methods of collecting data of this study. Four classes were involved in the classroom observation, twenty students from this cohort and four teachers were interviewed. Some of the difficulties which were introduced in this study were related to the poor classroom conditions and methods that teachers employ in teaching speaking skills. Some other difficulties were related to pronunciation, including adding extra vowels and intonation and stress. Furthermore, there were other difficulties regarding the lack of vocabulary, which lead the students to avoid practicing their problems, have been provided in this study. The findings of this study are important as they represent the most influential factors which appear to be responsible for the problems of developing 2nd and 3rd year under- graduate students speaking skills. Recognition of the problems outlined in the first step of this study in order to supply appropriate solutions for overcoming these difficulties. In addition, these findings draw attention towards the importance of helping both the foreign language teachers and students to change their perspective about teaching and learning English speaking skills.

scholarly journals Improving EFL Undergraduate Learners’ Speaking Skills Through Project-Based Learning Using Presentation

2021 ◽  
Vol 12 (3) ◽  
pp. 65
Author(s):  
Lawarn Sirisrimangkorn
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Project Based Learning ◽  
Business English ◽  
Community Based ◽  
Speaking Skill ◽  
English Speaking ◽  
Skill Improvement ◽  
Quantitative And Qualitative Methods ◽  
Speaking Skills

Project-based learning has been variously integrated into EFL instruction to promote learners’ language learning and skills. The objectives of this research study were to examine the effects of project-based learning using presentation on EFL undergraduate learners’ speaking skills. Furthermore, this study sought to explore learners’ opinions on the use of project-based learning using presentation. The participants of this study were 31 second-year undergraduate students who majored in Business English. The research instruments in this study included speaking tests, project-based learning instructions, questionnaires, and interviews. The obtained data were analyzed by quantitative and qualitative methods for the result interpretation. The findings of this study revealed that students’ speaking skills had significantly improved after the project-based learning implementation. Moreover, the students expressed positive opinions towards project-based learning using presentation as it was perceived to have helped improve their speaking skills. The findings from the interviews revealed that the project-based learning using presentation was positive for learners’ speaking skills according to their presentation tasks, scaffolding activities, and practice of integrative skills. A cooperative learning environment is perceived as useful for learners’ speaking skill improvement. However, time constraint posed a major challenge in the study. Further studies are recommended to encompass a community-based context for speaking skill improvement. Instructional implications derived from the findings include implementing project-based learning using presentation in order to provide learners with an authentic English speaking context and to promote the integrated skills.

scholarly journals Promoting Speaking Proficiency in Broadcasting Through YouTube Project: Perceptions of Undergraduate Students

2019 ◽  
Author(s):  
Sri Wahyuningsih
Keyword(s):  
Undergraduate Students ◽  
Modern Technology ◽  
Project Based Learning ◽  
Course Materials ◽  
Speaking Proficiency ◽  
Item Questionnaire ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Skills

This article mainly investigated the perceptions of undergraduatestudents from the Department of Islamic Broadcasting Communication at StateIslamic Institute of Kudus to the use of YouTube as project-based learning tofoster speaking proficiency in broadcasting. The study was conducted asqualitative research and data were collected through the administration of a 15-item questionnaire to the students relating the perception of YouTube project inenhancing their speaking proficiency in broadcasting. The result revealed thatmajority of the students agreed that YouTube project can facilitate the use ofEnglish based on their positive attitudes towards its use and high percentages ofthe perceptions that it can foster speaking of the language. Furthermore,YouTube encourages them to be more confident when speaking English and alsohas the ability to support their appearance or performance when broadcasting. Itis, therefore, important for lecturers to design English speaking skills integratedinto course materials through the use of modern technology

Developing Communicative Competence of The Students at The Bali Hotel School by Implementing Instructional Role Play

2015 ◽  
Vol 1 (1) ◽  
pp. 10
Author(s):  
Denok Lestari
Keyword(s):  
Role Play ◽  
Real Life ◽  
International Communication ◽  
Job Seekers ◽  
Instructional Role ◽  
Food And Beverage ◽  
English Speaking ◽  
Asean Countries ◽  
Asean Economic Community ◽  
Professional Fields

The ASEAN Economic Community (AEC) by the end of 2015 will surely open up opportunities and challenges for any job seekers in ASEAN countries to work across the nation borders. Despite high qualification in certain professional fields, English is undoubtedly required as a means of International communication. In contrast to this, the English speaking skills of Indonesian workers are still lacking. This article describes a research and development which was conducted at the Bali Hotel School, specifically at the program of Food and Beverage Service, where students learn English for Specific Purposes (ESP). The product of this study is in the form of teaching technique, namely Instructional Role Play, in which the students perform simulations and play certain roles according to the topics given. It is a joyful way of learning English since the students have clear purposes to talk and create situations corresponds to their real life. This technique is proven to be effective and highly motivating for the students to build their confidence in speaking English.

scholarly journals Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App called Engage

2013 ◽  
Vol 21 (2) ◽  
pp. 27 ◽  
Author(s):  
Bowen Yang ◽  
Shijun Zhou ◽  
Weijie Ju
Keyword(s):  
Language Learning ◽  
Mobile Application ◽  
English Language ◽  
Cost Model ◽  
Role Play ◽  
Target Language ◽  
English Language Learning ◽  
English Speaking ◽  
New Form ◽  
External Test

Engage is a new form of mobile application that connects students studying English with teachers in real-time via their smartphones. Students receive target language through preparation dialogues, and then apply it to a role-play with a teacher. The conceptualization and development of Engage follows the user-centred design approach; and the product was built through multiple iterations: in the first iteration, students were invited to try out a paper mock-up; in the second iteration, students tried out a mobile prototype; in the external test, a fully functional application was released to App Store between October 25 and November 20, 2012, and 326 users downloaded it. The application was well-received by these test users, reflected in the post-study survey, student ratings, and students’ usage records. The external tests proved that the technical environment of the application was feasible for production; and the operationalization of the teacher service and cost model were also proven to be feasible and scalable.

scholarly journals Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand

2022 ◽  
Vol 9 (1) ◽  
pp. 45-61
Author(s):  
Budi Waluyo ◽  
Rahmah Bakoko
Keyword(s):  
Undergraduate Students ◽  
Willingness To Communicate ◽  
Target Language ◽  
Hierarchical Regression ◽  
Self Confidence ◽  
Thai Students ◽  
Affective Variables ◽  
English Speaking ◽  
Speaking Performance ◽  
Positive Correlations

Recently, Willingness to Communicate (WTC) has been explored and proposed to be one of the key concepts for identifying when one decides to initiate communication in the target language. The attention, nonetheless, has been concentrated on how WTC interacts with other learners’ variables. This study, on the other hand, intends to offer empirical evidence on the direct roles of affective variables (self-confidence, anxiety, motivation, and grit) and WTC variables (WTC inside the classroom, WTC outside the classroom, and WTC in a digital setting) in Thai students’ English-speaking performance. The data were obtained from 35 undergraduate students (17.1% males; 82.9% females) using a survey questionnaire. Then, a speaking test was taken from an English Communication Skills course and was analysed using correlation and hierarchical regression. The results disclosed positive correlations among self-confidence, motivation, grit, WTC in a digital setting, WTC inside the classroom, WTC outside the classroom, and speaking performance, and negative correlations among self-confidence, anxiety, and grit. However, motivation was the only significant predictor of speaking performance. The findings offer some implications for English teachers in improving students’ English-speaking performance. 

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