scholarly journals ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES

2019 ◽  
Vol 77 (1) ◽  
pp. 110-125
Author(s):  
Eman Abdussalam Owen ◽  
Abu Bakar Razali ◽  
Arshad Abd Samad ◽  
Nooreen Noordin
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Game ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Language Games ◽  
Information Gap ◽  
Post Test ◽  
English Speaking ◽  
Speaking Performance

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.

scholarly journals The Effect of Structured Academic Controversy on English Proficiency Level within Communicative Language Teaching Context

2017 ◽  
Vol 8 (2) ◽  
pp. 349
Author(s):  
Reza Tavakoli ◽  
Seyed Hesamuddin Aliasin ◽  
Fariba Mobini
Keyword(s):  
English Language ◽  
English Proficiency ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Proficiency Level ◽  
Post Test ◽  
Academic Controversy

This study aimed at investigating the effect of Structured Academic Controversy (SAC) on English proficiency level of Iranian intermediate EFL learners within the Communicative Language Teaching (CLT) context. To this end, the Cambridge English Placement Test (CEPT) as the pre-test was administered to 90 EFL learners at Khayyam University of Mashhad, Iran. Based on the results and according to the test guidelines, only the intermediate EFL learners were selected as the final participants (N=60). Then, they were randomly divided into two groups of control and experimental, each group consisting of 30 subjects. Then, a t-test analysis was conducted to ensure that the two groups were not different in their English proficiency level before treatment. The experimental group was taught English based on a CLT syllabus supplemented by SAC techniques, whereas the control group received the same instruction but without being aided with the SAC techniques. After treatment, the participants received the same CEPT as the post-test. The t-test results for this test revealed a significant effect of SAC on the experimental group's performance on the post test, which means that SAC can play a role in EFL learners' English language proficiency improvement.

scholarly journals THE EFFECT OF USING FLASHCARDS ON STUDENT VOCABULARY MASTERY

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Riryn Fatmawaty
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Homogeneity Test ◽  
New Words ◽  
Post Test ◽  
Language Teaching And Learning

As we know that vocabulary is as a major component of language learning. Without having adequate vocabulary we will get difficulty to learn English. So that way it has to be mastered by learners. It should be the first priority in English language teaching and learning because as a central of language teaching and learning. It means that by mastering vocabulary, of course with grammar, the learners will produce so many sentences easily either in spoken or written one. Actually, there are many methods that used by teacher in English's teaching in order to reach the goal in teaching and learning English, such as using cartoon movies, pictures, jigsaws, games, song and etc. Another way is learning through vocabulary card or flashcard. As we listen and read, we often meet new words by flashcard. A flashcard is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study". The problem of the study is the students vocabulary mastery of MI. Babul Ulum Dorogede Gedangan Sukodadi Lamongan is very low, so researcher does a research in that school in a month, there are two meetings for doing pre test and post test, while four time for teaching and learning activities for each class by using flashcard. In doing research, the experimental class were given several treatments, while the control group get the lesson as usual. The topics lessons, teacher, pre-test and post test were same, but the method of teaching was different. Based on the result of statistic test, it is known that the result scores of experiment class is higher than control class and it is described as follows; based on the normality test, that the result from experiment class is (-2,7756 < 11,3449), and from control class is (-19,6799 < 11,3449). That means H0 received, both samples is from population distributes normal. Based on the homogeneity test is (2,25 < 3,69), that H0 us received. So that, both samples is from variant homogeneity. Based on the differences between mean with the t-test, that is (2,12 < 6,69), means that H0 is refused. So, the final score of students who taught by using flashcard is better than the students who do not use.Keywords: Flashcard, Vocabulary mastery

scholarly journals Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT)

2022 ◽  
Vol 13 (1) ◽  
pp. 46-57
Author(s):  
Kaharuddin ◽  
Mardiana ◽  
Djuwairiah Ahmad ◽  
Al Amini Indah Sari
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
Writing Skills ◽  
Control Group ◽  
Factors Affecting ◽  
English Writing ◽  
Significant Difference ◽  
Post Test

This study aims to examine the learners’ skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners’ English writing skills. Interviews were held to confirm factors affecting the students’ skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student's t-test confirms it: t = 5,846; p < 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners’ skills in writing English descriptive texts, i.e. Learners’ Interest, Teacher’s Strategy, Teacher’s Media, Classroom Environment, and Learners’ Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students’ skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy.

Effectiveness of CLT in developing Technical English Writing Skills at Undergraduate Level in the Context of Pakistan

2021 ◽  
pp. 81-89
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Technical Writing ◽  
Language Teaching ◽  
Writing Skills ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Undergraduate Level ◽  
English Writing ◽  
Significant Difference

The Communicative Language Teaching (CLT), has always been considered useful for teaching English Language across the world.Current study was conducted to compare the effectiveness of the Lecture Method (LM) and the Communicative Language Teaching (CLT) on teaching ‘Technical English Writing’ to the undergraduate students in Pakistan.The written test is used to assess the five traits of technical writing which are conciseness, precision, clarity, audience recognition, and document design. A classical experimental design was used to measure the comparative progress ofLM group and CLT group. The experimental group was taught through CLT based activities while LM was adopted for teaching the control group. Finally, SPSS-25 was used to analyze the data collected through pre-test, post test score of both CLT and LM groups. The results of study indicated a significant difference between the gain scores of CLT group and LM group. From these results it can be concluded that CLT method is more effective than LM to be used at undergraduate level in Pakistan. Results of the study can be generalized to other students involvedin learning of technical English writing skills.

scholarly journals The Effect Of Communicative Language Teaching On Students Speaking Skill

CICES ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 67-75
Author(s):  
Euis Yanah Mulyanah ◽  
Ishak Ishak ◽  
Ratih Kusuma Dewi
Keyword(s):  
Test Score ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Average Score ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Speaking Skill

The aims of this research were to find out whether there are good response and improvement of students’ speaking skill between before and after being taught through Communicative Language Teaching (CLT). The samples of this research were the VIII A and VIII B class of the Eighth Grade of SMP Negeri 21 Tangerang in academic year 2015/2016. The researcher used non-equivalent control group design. The instrument was oral test. The result of the research showed that there was improvement of the students’ speaking skill in actively communicative by using CLT. The result of t-test showed that t was bigger than ttable. The result of tcount was 4.2105 and ttable was 2.0021. It means that the researcher’s hypothesis (H1), there is significant difference of post-test scores between experiment class and control class is accepted. The average score of pre-test in experiment class is 67.33 while the average score of pre-test in control class is 66.50. The average of the post-test score in experiment class was 83.00 while the average of the post-test score in control class was 75.00. It showed that CLT can improve the students’ speaking skill.

scholarly journals Developing the English Language Teaching Skills of Saudi Teachers of Young Learners

2020 ◽  
Vol 13 (3) ◽  
pp. 20
Author(s):  
Ayman Sabry Daif-Allah ◽  
Fahad Hamad Aljumah
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Skills ◽  
Control Group Design ◽  
Young Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This study aimed at investigating the impact of a program on developing the English language teaching skills of pre-service English for Young Learners (EYL) Teachers. The sample of the study consisted of 70 English language major students in Qassim University. The researchers made use of the quasi-experimental pre-test post-test control group design and data were collected quantitatively by means of questionnaires and observation checklists used for pre- post testing. Results revealed the effectiveness of the program on developing the necessary English language teaching skills for pre-service EYL teachers. The study recommended introducing appropriate teaching practices in the EFL context in general and in elementary school settings in particular.

scholarly journals Development of Functional Writing Skills through Communicative Approach in Pakistani High School

2018 ◽  
Vol III (III) ◽  
pp. 559-572
Author(s):  
Muhammad Samiullah ◽  
Aftab Ahmad ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Language Teaching ◽  
Relevant Literature ◽  
Writing Skills ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Control Group ◽  
Control Group Design ◽  
Scoring Rubrics ◽  
Post Test ◽  
Quasi Experimental

The major and foremost aim of the research had been to observe an effect of (CLT) communicative language teaching approach on functional writing skills among 9th graders in Pakistani high schools. Relevant literature revealed that functional writing skills can be increased through (CLT) communicative language teaching approach. Quasi Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. The pre-test was the same, and it had been used as the post-test as well. Creative compositions related to functional writing skills were examined carefully and were marked as per scoring rubrics. The (CLT) communicative language teaching approach is recommended for English teaching specifically writingrelated tasks in the subject of English.

scholarly journals The Use Of Content Based Instruction In English Language Teaching

2020 ◽  
Vol 3 (2) ◽  
pp. 359
Author(s):  
Sitti Nurjannah ◽  
Erniati Erniati ◽  
Jusmaniar N
Keyword(s):  
Data Analysis ◽  
Quantitative Method ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Experimental Group

Content-Based Instruction is an approach used in English language teaching. This research aims to investigate the use of CBI in improving the students’ achievement in English Language Teaching at SMK Negeri 2 Makassar. This research used quantitative method which is designed in Quasi Experimental. There were two classes taken as a sample they are control group and experimental group. Both of the group were administered pre-test before implementing CBI in the learning process. after the impelementation of CBI, the posttest was administered to know the students’ achievement in English Language Teaching. From the result of data analysis, it was found that the use of CBI in English Language Teaching is effective in improving the students’ achievement. It is proved by the improvement of the students’ score from the pre-test to the post-test.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

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