The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students

2017 ◽  
Vol 3 (4) ◽  
pp. 69-100
Author(s):  
Ahmed Saad El-Sayed Salem ◽  
Aly A. Qoura ◽  
Mervat S. Alhadidy
Keyword(s):  
Secondary Stage ◽  
Listening And Speaking ◽  
Speaking Skills

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals SIGNIFICASE AND ROLE OF TEACHING LISTENING AND SPEAKING SKILLS IN ENGLISH.

2020 ◽  
Vol 91 (11) ◽  
pp. 105-107
Author(s):  
Nargiza Akhmadjonovna Abdullayeva ◽  
◽  
Mashxura Kobuljonovna Shoxidova ◽  
Keyword(s):  
Listening And Speaking ◽  
Speaking Skills

scholarly journals Effetiveness of Zahorik Model in the Acquisition of Listening and Speaking Skills in the Light of the Motivation toward Learning Arabic among the Seventh Grade Students in Jordan

2017 ◽  
Vol 11 (2) ◽  
pp. 258
Author(s):  
Amal A. Wasas ◽  
Adnan S. Al. Abed
Keyword(s):  
The Other ◽  
Seventh Graders ◽  
Control Group ◽  
Seventh Grade ◽  
Validity And Reliability ◽  
Reliability Indicators ◽  
Listening Skill ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed at measuring the effectiveness of Zahorik Model in the acquisition of listening and speaking skills in the light of the motivation toward learning Arabic, among the seventh grade students in Jordan. The subjects of this study were selected purposely from the seventh grade students of a high school in Amman-Jordan. Two classes were selected randomly, one with (26) students, was assigned as an experimental group, where the other of (26) students, was assigned as a control group. Two tests were developed, one for the listening skill, and the other one for the speaking skill. A scale to measure the motivation toward learning Arabic was also developed. All validity and reliability indicators were obtained for these instruments. The results showed statistical differences in listening and speaking skills, for seventh graders, attributed to the method of teaching in favor of the experimental groups. The result also showed statistical differences in the speaking skill attributed to the interaction between the method and motivation toward learning Arabic, but showed no statistical differences in listening skill attributed to the interaction between the method and motivation toward learning Arabic. A set of recommendations were concluded in the light of these findings. 

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

scholarly journals Consonant Cluster Acquisition by L2 Thai Speakers

2017 ◽  
Vol 10 (7) ◽  
pp. 216 ◽  
Author(s):  
Apichai Rungruang
Keyword(s):  
Second Language Acquisition ◽  
First Language ◽  
P Value ◽  
Consonant Cluster ◽  
Item Questionnaire ◽  
Listening Skill ◽  
Significant Difference ◽  
Second Year ◽  
Listening And Speaking ◽  
Speaking Skills

Attempts to account for consonant cluster acquisition are always made into two aspects. One is transfer of the first language (L1), and another is markedness effects on the developmental processes in second language acquisition. This study has continued these attempts by finding out how well Thai university students were able to perceive English onset and coda clusters when they were second year and fourth year students. This paper also aims to investigate Thai speakers’ opinions about their listening and speaking skills, and whether their course subjects enhanced their performance. To fulfil the first objective, a pretest and posttest were launched to measure how the 34 Thai participants were able to identify 40 onset and 120 coda clusters at different periods of time. The statistical findings show that even though their overall scores in the fourth year were higher than those in the second year, there was no statistically significant difference in both major types of clusters [t = -1.29; p value >0.05 in onsets; t = -0.28; p value >0.05 in codas]. The Thai participants performed slightly better in onset (84% / 86%) than in coda (70% / 71%). To complete the second objective of the study, a 24-item questionnaire was distributed to the participants. The responses indicated positive opinions about their listening and speaking skills and the English courses they took in a four-year study. However, they still had difficulty identifying some English consonant clusters even though those were widely used or found. Finally, most participants claimed that English Phonetics and Phonology Course was one of the significant course subjects instrumental in establishing their fundamental knowledge of how to pronounce English words and develop their listening skill as well.

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