The Effectiveness of Interactive Visualized Software in the Acquisition of Reading and Speaking Skills in English Language Course for EFL Students in the Primary Stage = فعالية برنامج تفاعلي مرئي في اكتساب مهارتي القراءة والتحدث بمقرر اللغة الإنجليزية لدارسيها كلغة أجنبية من طلاب المرحلة الابتدائية

2016 ◽  
Vol 5 (8) ◽  
pp. 315-321
Author(s):  
Abdullah Abdul Muhsen Al-Harbi
Keyword(s):  
English Language ◽  
Primary Stage ◽  
Efl Students ◽  
Speaking Skills

scholarly journals The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

2021 ◽  
Vol 17 (33) ◽  
pp. 128
Author(s):  
Ana Gadakhabadze
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Positive Impact ◽  
Educational Institution ◽  
Teaching Approaches ◽  
Teaching Procedure ◽  
Efl Students ◽  
Higher Educational ◽  
The Impact ◽  
Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

scholarly journals Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

2016 ◽  
Vol 9 (5) ◽  
pp. 98
Author(s):  
Emrah Ekmekci
Keyword(s):  
English Language ◽  
Oral Proficiency ◽  
T Test ◽  
Language Teachers ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Significant Difference ◽  
Efl Students ◽  
English Language Teachers ◽  
Speaking Skills

<p>Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers’ evaluation of EFL learners’ speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of <em>independent samples t-test</em> and <em>Pearson product-moment correlation test</em>. Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students’ oral proficiency.</p>

scholarly journals Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 73
Author(s):  
Ardela Indri Apriliani ◽  
Listyani Listyani
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Project Based Learning ◽  
Structured Interviews ◽  
English Language Education ◽  
Central Java ◽  
Efl Students ◽  
Implementation Models ◽  
Speaking Skills

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

scholarly journals English Speaking Skill and Language Component Practice: englisch-hilfen.de in Assistance

2020 ◽  
Vol 1 (02) ◽  
pp. 210-223
Author(s):  
Husnul Hotimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Computer Assisted ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

English Foreign Language (EFL) students, most of the time, face difficulties in learning English, especially in mastering speaking skills. One of the most common problems faced in the teaching and learning process for speaking skills is the lack of motivation and students tend to use their first language. As the development of technology, the teacher is required to involve digital teaching, especially related to the use of computers. Employing computer or Computer-Assisted Language Learning (CALL) in the teaching and learning process is highly recommended for a fun and exciting learning. In this particular case, englishch-hilfen.de serves as an answer for those seeking such a learning process. A qualitative study was involved to identify how the use of englishch-hilfen.de can improve and give a significant effect on students’ English performance, especially for speaking and vocabulary aspects. The result of this study suggested that the content within englishch-hilfen.de is very beneficial for it provides such meaningful and stimulating activities for English language students.

scholarly journals Underachievement in English Speaking Skills among Kuwaiti EFL Students at the College of Basic Education: Possible Causes and Possible Solutions

2021 ◽  
Vol 12 (1) ◽  
pp. 206
Author(s):  
Mohammad A. Almutairi
Keyword(s):  
English Language ◽  
Basic Education ◽  
English Language Teaching ◽  
Target Language ◽  
Basic Knowledge ◽  
Modern Language ◽  
Spoken English ◽  
College Of Basic Education ◽  
Efl Students ◽  
Speaking Skills

The purpose of this study is to investigate the possible causes and possible solutions of the massive underachievement in speaking skills among Kuwaiti EFL (English as a foreign language) students at the College of Basic Education (CBE). This study involved 331 male and female EFL students who are currently studying different bachelor degree programs at CBE. A questionnaire of 12 statements was used to collect their responses, and then the data was analyzed. After the analysis of the data, the findings indicated that the vast majority of students identified their speaking skills as weak or fair. Their answers revealed there are various factors that hinder in developing their weakness in speaking skills. The most obvious ones were lack of motivation, the lack of speaking skills emphasis in EFL syllabus design, and the absence of technology in ELT (English language teaching), including language laboratories and auditory aids. According to the recommendations of this study, this great challenge could be overcome by four central solutions. First, placing spoken English in the EFL syllabus. Second, including spoken English assessment in the coursework and providing a comfortable environment in class to motivate EFL students to use their target language and encourage them to improve it. Third, the study recommends that EFL teachers join special training courses in the Professional Development Center to learn the basic knowledge of how to use technology in ELT, including language labs. Finally, the researcher ends his recommendations by endorsing the administration of the College of Basic Education to provide modern language labs for the Language Center.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Computer- vs. Mobile-Assisted Learning to Promote EFL Students’ Speaking Skills: A Preliminary Classroom-Based Research

2020 ◽  
Vol 13 (3) ◽  
pp. 417-432
Author(s):  
Yudi Juniardi ◽  
◽  
Lina Herlina ◽  
Arif Husein Lubis ◽  
Irmawanty Irmawanty ◽  
...  
Keyword(s):  
Efl Students ◽  
Speaking Skills
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