scholarly journals The Use of Audio-Visual Materials as Strategies to Enhance Speaking Skills among ESL Young Learners

2020 ◽  
Author(s):  
Sunmi Miyane
Keyword(s):  
21St Century ◽  
English Language ◽  
Reading And Writing ◽  
Learning And Teaching ◽  
Young Learners ◽  
High Level ◽  
Visual Materials ◽  
Esl Learners ◽  
Positive Results ◽  
Speaking Skills

There are four main skills in English language namely listening, speaking, reading and writing respectively. Speaking skills is considered the most essential skills as it helps the learners to communicate with others effectively. Some of the factors that contributing to the low level of speaking skills are lack of exposure, low confidence level, and high level of anxiety towards English Language. Thus, these issues should be addressed in order to enhance ESL learners’ speaking skills. In this 21st-century learning and teaching, various strategies involving ICT have been invented by teachers to improve speaking skills among ESL learners. One of the strategies is the use of audio-visual materials to enhance speaking skills. An audio-visual material is a technology-based strategy that has gotten many positive results from the ESL learners. Therefore, it is believed that this strategy would develop speaking skills among ESL learners. Hence, this paper explains how audio-visual materials assist in improving speaking skills and the benefits of using audio-visual materials.

Literary Text and Language Learning Behaviour of ESL Learners

2021 ◽  
Vol 2 (1) ◽  
pp. 382-389
Author(s):  
Shaukat Ali ◽  
Saddam Hussain ◽  
Iftikhar Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Comparison Group ◽  
Learning Activities ◽  
Quasi Experimental ◽  
Field Notes ◽  
Esl Learners ◽  
Language Text ◽  
Better Than ◽  
Speaking Skills

This study exploits John Milton's poems "On His Blindness, and "Methought I Saw My Late Espoused Saint" for teaching speaking skills to ESL learners. The study utilized a quasi-experimental design consisting of a treatment group (TG) and a comparison group (CG). CG was taught through conventional language text whereas TG was treated with the aforementioned poems. The main focus of the study was to observe the language learning behavior of the students of both TG and CG during language learning activities. The study therefore employed observation field notes beside the speaking type pretest and posttest as tools of data collection. The thematic analysis of the observation field notes indicated that the students of TG were confident, motivated, involved in, and excited about the language learning activities. On the contrary, the students of the CG were found to be hesitant, passive, and demotivated during the language learning venture. Consequently, the students of TG performed significantly better than that of CG on the posttest. The study recommends that poetry should be utilized for teaching the English language in general and speaking skills in particular.

Counting and dis-counting learner group variation

2002 ◽  
Vol 12 (1) ◽  
pp. 77-94 ◽  
Author(s):  
Chris Davison ◽  
Penny McKay
Keyword(s):  
English Language ◽  
Language And Literacy ◽  
Care Needs ◽  
Valuable Component ◽  
Learning And Teaching ◽  
Group Variation ◽  
English Speaking ◽  
National Literacy ◽  
Esl Learners ◽  
Or Benchmarks

Australia is a multilingual multicultural country with an impressive record of educational provision for students from language other than English (LOTE) backgrounds. The recent widespread development of common standards and benchmarks in English language and literacy in schools can be seen as a valuable component of this provision. However, care needs to be taken to avoid projecting a false picture of linguistic homogeneity by ignoring variation between English-speaking background (ESB) and English as a Second Language (ESL) learner groups. This paper demonstrates how the recent introduction of national Literacy Benchmarks, unlike the earlier development of curriculum and standards frameworks, has dis-counted ESL achievement by failing to take sufficient account of learner variation. Problems have also occurred in balancing the conflicting motivations for benchmarking: assessment, accountability and education, which result in different “standards” for standard-setting being assumed by the various stakeholders. The paper concludes that real accountability and progress in ESL learning and teaching can only be shown effectively through the use of a complementary but distinctive set of standards or benchmarks for ESL learners at different stages of schooling.

scholarly journals The impact of written visual materials in the development of speaking skills in English language among secondary level students

2021 ◽  
Vol 17 (2) ◽  
pp. 1086-1095
Author(s):  
Tribhuwan Kumar
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Opportunity To Learn ◽  
Secondary Level ◽  
Teaching Materials ◽  
Significant Difference ◽  
Post Test ◽  
Visual Materials ◽  
The Impact ◽  
Speaking Skills

The aim of this study is to determine the effect of visual teaching material and resources in the development of Speaking Skills in the English language in Secondary level students in India. In the study, the experimental design with pre-test and post-test control groups was chosen. The research consisted of 82 secondary-level students. In order to collect the data, pre-test, post-test, speech axiom, and interview forms were prepared, and a t-test was used in the analysis of the data. The interviews were conducted with open-ended questions on the research topic and results were interpreted according to their percentages and frequency values. According to the results obtained from the data, a statistically significant difference was found between the mean achievement of the students using visual teaching materials and using written-visual teaching materials. The result suggests the use of written-visual teaching materials. The data obtained from the interview also supported these results. Therefore, visual teaching materials should be chosen appropriately by language teachers and should be carried into the classroom environment. It is recommended that visual teaching materials be presented with written support, as it facilitates reminding and provides the opportunity to learn with permanent marks.

scholarly journals Investigating Instructors’ Techniques to Develop EFL University Students Conversational Competence

2018 ◽  
Vol 7 (4) ◽  
pp. 261
Author(s):  
Hussien A. Ahmed ◽  
Husamuddin S. Mohammed Salih
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Good Communication ◽  
Studying Abroad ◽  
University Instructors ◽  
Conversational Competence ◽  
The Media ◽  
High Level ◽  
Academic Year ◽  
Speaking Skills

The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English. And opportunities to learn English are provided in many different ways such as formal instruction, travelling, studying abroad, as well as through the media and the Internet. Such a worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources so as to meet learners’ demanding goals. Learners want to be able to master English to a high level of accuracy and fluency through the acquisition of good English language skills since fluency in English is a prerequisite for success and advancement in many fields of employment in today’s world. The present research attends to the techniques utilized by English as a foreign language (EFL) university instructors to develop their students’ speaking skills. It hypothesizes that EFL university instructors use a variety of techniques to bring about such an objective. To bring about the aims of the research and validate the posed hypothesis, a 30-item questionnaire has been designed and distributed among all the instructors of conversation at the Depts. of English and Translation / University of Mosul during the second term of the academic year 2103-2014. The analysis of the data collected via the sample’s responses to the questionnaire indicates that EFL instructors used indeed a variety of instructional techniques to develop their students’ speaking skills. Hence the posed hypothesis has been accepted and duly a set of concluding remarks and recommendations have been put forward.

scholarly journals STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK

2020 ◽  
Vol 3 (1) ◽  
pp. 42-50
Author(s):  
Harsya Danang Pradana
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
English Language ◽  
English Teachers ◽  
Analysis Method ◽  
Reading And Writing ◽  
Content Analysis Method ◽  
English Speaking ◽  
Speaking Skills

Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Nor Syahiza Shahabani ◽  
Irma Wahyuny Ibrahim
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Oral Communication ◽  
Speaking Anxiety ◽  
Reading And Writing ◽  
Second Language Speakers ◽  
Speaking Skills

Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed that English is used during formal transaction. In addition to that, the discussion on academic matters is a necessity to speak English. Next, findings for performance revealed that no matter how good or poor their achievement in this second language, speakers have to make it happen – this is one of the challenges that the speakers have to face. Lastly, the speaking anxiety may impact their (speakers) interaction with other people. Results of this study bear interesting implications towards the acquisition and learning of speaking in English among learners. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" /></p>

scholarly journals Synchronizing the Primary Language Skills for Effective Communication

2015 ◽  
Vol 3 (2) ◽  
pp. 281-285
Author(s):  
Queen Ugochi Njemanze ◽  
Mark chitulu Ononiwu
Keyword(s):  
English Language ◽  
Language Skills ◽  
Effective Communication ◽  
Primary Language ◽  
Major Focus ◽  
Reading And Writing ◽  
Communication Program ◽  
Comprehensive Knowledge ◽  
Listening And Speaking ◽  
Speaking Skills

The primary language skills; listening and speaking skills are interrelated and unique language activities embedded in communication.The basic need for humans to engage in communication involves having a comprehensive knowledge and command of the language skills; listeneing, speaking, reading and writing. The processes of listening and speaking form the major focus of attention in this research. It require the individuals involved to speak eloquently and listen attentively. It makes them think critically, react confidently and respond appropriately to a communication programme. This paper therfore aims at highlighting listening and speaking skills as language skills that promote proficiency in English language communicaiton. Thus study discovered that the combinations of these skills consolidates the meaning in syllabications, stress and intonation in a communication program and as well reduce the complexities of effective communication.

scholarly journals The role of critical thinking in developing speaking skills

2020 ◽  
Vol 3 (1) ◽  
pp. 62-64
Author(s):  
H. Muhammadiyeva ◽  
D. Mahkamova ◽  
Sh. Valiyeva ◽  
I. Tojiboyev
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Learning And Teaching ◽  
Speaking Skills

Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills.

scholarly journals THE NEED OF ENGLISH AT HIGHER EDUCATION

2017 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Yulia Hapsari ◽  
Esti Junining ◽  
Devinta Puspita Ratri
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Academic Support ◽  
Writing Skills ◽  
Support Staff ◽  
Reading And Writing ◽  
The University ◽  
English Language Skills ◽  
Speaking Skills

Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education

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