Facilitating Listening and Speaking skills for English majors at tertiary education through the use of moodle

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.

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

Theoretical & Applied Science ◽

10.15863/tas.2020.11.91.23 ◽

2020 ◽

Vol 91 (11) ◽

pp. 105-107

Author(s):

Nargiza Akhmadjonovna Abdullayeva ◽

◽

Mashxura Kobuljonovna Shoxidova ◽

Keyword(s):

Listening And Speaking ◽

Speaking Skills

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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

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol11iss2pp258-277 ◽

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.

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

Studies in English Language Teaching ◽

10.22158/selt.v2n2p149 ◽

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.

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Challenges in speaking classrooms among non-English majors

Vietnam Journal of Education ◽

10.52296/vje.2021.96 ◽

2021 ◽

Vol 5 (2) ◽

pp. 26-31

Author(s):

Ngoc Boi Trinh ◽

Duy Thuy Thi Pham

Keyword(s):

Foreign Language ◽

English Learners ◽

Well Being ◽

Psychological Problems ◽

Face To Face ◽

English Majors ◽

The Face ◽

Topical Knowledge ◽

Speaking Skills

As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.

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