scholarly journals Advancing Dynamic Proficiency Skills into Teaching English as a Second Language in Indian Setting

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
S Henry Kishore ◽  
E Ranjith Kumar
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Teaching English ◽  
Vernacular Language ◽  
Foreign Countries ◽  
Global Demand ◽  
Speaking Skill ◽  
English Speaking ◽  
Indian Setting

This research article entitled “Advancing Dynamic Proficiency Skills in Teaching English as a Second Language in Indian Setting” is devoted to deliberate the uniqueness of Communication Skills in English for special as well as secondary purpose. It is in short about refining the speaking skill in English as a second language in India. In the course of its deliberation it would point out the central insights of the topic, and would elucidate the outcomes of the research. Some recommendations will also be stated in this article. Teaching and learning English, in addition to the vernacular language, is highly essential for communicative purposes so as to cope with the ever increasing regional, national and the global demands for communication skills in English. In India, English is the official language, and is used for the purposes of education, employment and for wider communication within and among the states as well for traveling to foreign countries. To cope up with the national and global demand, innumerable efforts have been made to the Indian educational system to enhance the learners English speaking skills.

scholarly journals Communication Skills and Reflection Practice in Smart English Teaching and Learning Environment: A Case Study

2020 ◽  
Vol 15 (17) ◽  
pp. 221
Author(s):  
Nguyen Thi Hong Thu
Keyword(s):  
Information Technology ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Education Environment ◽  
Teachers And Students ◽  
English Major ◽  
Speaking Skill ◽  
Smart Education ◽  
English Speaking ◽  
Learning English

The development of information technology (IT) has made a lot of positive changes in language teaching approaches and made significant innovations in educational quality. In learning a language generally and specific skills in particular, it is essential for learners to reflect on what they experienced. Through reflection, teachers and students are able not only to look back to the past happenings, but also to make some necessary changes. Thanks to the support from technology devices, reflective practice (RP) in teaching and learning has become more convenient, especially in smart education environment. This paper is aimed at investigating the evaluation and perception of students on the effects and challenges of using information technology to enhance communication skills and Reflection Practice in teaching and learning English speaking skills and recommending some technology-assisted teaching strategies. In order to examine this, a set of questionnaires, interviews and reflection journals were administered to 80 English major students at Hanoi Law University and six teachers who have taught English speaking skill. The findings showed that using technology-driven teaching approach in RP helped learners achieve more benefits for learning English speaking.

scholarly journals The The Role of Tongue Twister to Improve the Students’ Speaking Skill

2021 ◽  
Vol 8 (2) ◽  
pp. 335-345
Author(s):  
Yuni Yuniar ◽  
Muhammad Reza Pahlevi ◽  
Nia Hoerniasih
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Learning Processes ◽  
Teaching English ◽  
Speaking Skill ◽  
English Speaking ◽  
Tongue Twister ◽  
Main Language

Recently the ability to English speaking is very necessary since English has become a foreign language in Indonesia. A correct speech is become crucial to avoid misunderstanding conveying the information to the listener. Therefore, teaching English speaking is very necessary to the teacher in improving the students’ speaking skills. The main reason why learning to speak English is very difficult for the students is because students often use the Indonesian language (mother tongue) as the main language and are not accustomed to speaking in English in their daily life. One of the alternatives technique that can be used by the teacher is using tongue twister. The aims of this study is to explore about what are the problems that faced by the students while learning English speaking in Tongue Twister assisted. The classroom action research is a method that conducted in this research. There are two Cycles in this research and both of cycles showed of 77.14% of students has obtained a score of 75 and 77.13%. This result shows that the students have met the success criteria of the research and the students actively participate in the teaching and learning processes during English-speaking class.

scholarly journals Issues in Teaching English Speaking Skill in Second Language Acquisition (SLA) at Secondary Level

2020 ◽  
Vol 1 (3) ◽  
pp. 213-219
Author(s):  
Robina Shaukat ◽  
Muhammad Shahbaz Arif ◽  
Hina Mangi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Quantitative Methods ◽  
Traditional Approach ◽  
Teaching English ◽  
Effective Manner ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

This research has investigated the issues in teaching English-speaking skill as second language acquisition SLA especially in Punjab. It is observed that issues involved in teaching speaking skills by the concerned teachers were having traditional approach in teaching methodologies, their strict inflexible attitude and denying attending refresher courses and workshops in modern e-learning enhancement. It has been observed that the teachers occupying permanent seats are least bothered to cope with fresh, young, junior colleagues and institutional management authorities in practical application of modern latest teaching techniques to produce quality in teaching English as SLA in speaking skills. Qualitative and quantitative methods were applied to find out the objectives in teaching English as SLA in speaking skills. The niche, objective and aim of research is to find out practical issues in teaching English as SLA in applied speaking skill and how speaking’ skill could promote language fluency in effective manner in order to meet the requirements of present modern era. This paper declared that Latest, modern methodologies may be adopted by teachers to produce quality in learning English speaking as SLA in friendly and pleasant atmosphere in light.

scholarly journals Exploring Multiple Dimensions of Recording Video Clips in Group in Learning English Speaking Skill

2020 ◽  
Vol 8 (02) ◽  
pp. 1222-1237
Author(s):  
Tuyen Nguyen Chau Bich
Keyword(s):  
English Learners ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Structure Interview ◽  
Video Clips ◽  
Multiple Dimensions ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Applying technology in learning English language is indispensable in the period of industry 4.0 and global integration. However, what technological techniques should be applied in teaching and learning process is the most serious concern. Evidence shows that different technological applications may lead to various learning outcomes, detrimental effects, even spoiling learning interest or motivations. Therefore, this paper is aimed not only to explore the multiple dimensions of recoding video clips in group (RVCIG) in learning English speaking skill but also illustrate how this activity (RVCIG) influences on learners’ English speaking  improvement. Apparently, these explorations and illustrations help to consider whether this RVCIG is widely used in teaching English speaking process or not. To do that, a quantitative research method with the tool of semi - structure interview is used to collect various information, mixed feedbacks or motivations from 2 groups of students fully participating in recording three video clips in group within course. Additionally, a questionnaire survey is also sent to 33 English learners for exploring both commendable and detrimental influences of this RVCIG on English speaking development. The findings indicate that RVCIG makes learners have various opposite experiences in language competence, confident expression, and communication, as well as cope with unavoidable challenges of time consuming, technological problems, and group member’ disagreements. Whatever advantages or disadvantages of this RVCIG activity has, learners also express their interest and expectation of recording video clips in group for purposes of English speaking improvement, mutual engagement, collaborative learning and building friendship.

scholarly journals VLOG AS LEARNING MEDIA TO TRAIN ENGLISH FLUENCY AND PUBLIC SPEAKING SKILL

Prosodi ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 45-56
Author(s):  
Zakiyatul Mufidah ◽  
Miftahur Roifah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Public Speaking ◽  
Learning Situation ◽  
Positive Effects ◽  
Learning Goal ◽  
English Fluency ◽  
Speaking Skill ◽  
English Speaking ◽  
Technology In Learning

The collaboration of technology and media can have positive effects on teaching and learning. In modern teaching traditions, teachers must include technology into their teaching and must be able to select a suitable media so they can deliver lessons in the classroom effectively and can achieve the learning goal. This study is going to explore and elaborate the effectiveness of incorporating technology in learning process by using a media to get more engaging learning situation and to know its impacts to the students’ learning achievements, especially to their fluency and public speaking skill. To be specific, this study is trying to implement Video Blog (Vlog) as learning media in English speaking subject. The results of the observation show that, training students’ fluency and public speaking by implementing Vlog as learning media give positive impacts to the students. Vlog increases students’ encouragement in speaking. Vlog can provide fun and enjoyable learning process and it can build confidence.

scholarly journals استراتيجيات تعليم مهارة الاتصال الشفوي باللغة العربية لغير الناطقين بها: تجارب شخصية / The teaching strategies of oral communication skills in Arabic for non-native Arabic speakers: Personal experience

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ismail Hasanein Ahmed Mohammad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Arabic Speakers ◽  
The Individual

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة. على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة. الكلمات المفتاحية: إحجام الطلبة - التخصص – اللغة الثانية- الاتصال الشفوي - الاستراتيجيات. Abstract: The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used  had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements.    Key Words: Motivating student – Major – Second language – Oral communication – strategies.   Abstrak: Pertuturan lisan ialah satu cara berkesan dalam mengembang idea seseorang itu untuk menjelaskan maksud kepada pihak kedua tanpa kesamaran. Memandangkan pertuturan lisan adalah satu aspek fokus bahasa yang dipelajari, pembeljaran dan pengajarannya memerlukan beberapa strategi untuk mencapai tujuan pembelajaran bahasa. Tumpuan kertas ini ialah terhadap permasalahan komunikasi yang dialami oleh pelajar bukan Arab walaupun mereka adalah pelajar pengkhususan Bahasa Arab sebagai bahasa kedua. Perbincangan tertumpuuntuk mencari sebab kelemahan pertuturan komunikasi lisan para pelajar dalam bahasa Arab dan beberapa strategi yang digunakan oleh penulis dalam mengajar kemahiran pertuturan lisan bahasa Arab untuk pelajar Sarjana Muda Bahasa Arab Pendidikan daripada lebih lima tahun pengalaman beliau di Universiti Islam Antarabangsa Malaysia. Startegi tersebut dilihat dapat memberi kesan dalam memecah kebuntuan sikap malu para pelajar bertutur dalam bahasa Arab dan meningkatkan penguasaan mereka dalam pelbagai bidang. Di antara strategi ini ialah: penggunaan multi-media, soal jawab, rasa kagum apabila diperlihatkan gambar yang pelik dan menarik menjadikanpelajar ingin menyatakan pendapat mereka secara lisan. Strategi lain juga termasuk: pergerakan, penampilan, simulasi dan pelbagai strategi yang menggalakkan pelajar bertutur serta sikap saling membantu dan interaksi di antara pensyarah dan pelajar. Kertas ini menggunakan metod deskriptif.   Kata kunci: Menggalakkan pelajar – pengkhususan – bahasa kedua – petuturan lisan – strategi.

scholarly journals THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA ANDCULTUREIN SPEAKING CLASS (AN ETHNOGRAPHY STUDY AT STIBA IEC, JAKARTA)

2018 ◽  
Vol 4 (2) ◽  
pp. 162-167
Author(s):  
Budiarto
Keyword(s):  
Teaching English ◽  
Learning Materials ◽  
Language And Culture ◽  
Speaking Skill ◽  
English Speaking

The traditional routines in speaking class are often based on learning materials from a handbook. It is practical because a teacher does not need to think about the syllabus, as it is described clearly in front pages in the book. In addition, by referring to the syllabus in the book, the teacher can easily prepare a lessonplan. When it comes to the implementation of teaching speaking skill, the teacher can just train students based on the topics given with certain grammar points and vocabulary coverage. However, it does not normally give more opportunity for the students to use theauthentic language and culture. Too much guiding students with certain patterns and vocabulary seems to be artificial although vocabulary and grammar are not taught explicitly in a speaking class. Furthermore, without freedom in choosing a topic, students’ ideas are too restricted and they tend to memorize language patternsaccording to the topic covered in the book.Nowadays, more and more teachers realize the importance of the implementation of drama and culture in teaching English speaking skill. However, there should be further study to see how a teacher applies drama and culture while teaching speaking skill. A research conductedat STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018.It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more topics in drama the students practiced, the more knowledge about culture they learnt, and the more authentic or natural the language they acquired. Therefore, both teacher and students think that the implementation of drama and culture in teaching speaking skill is important.

scholarly journals UTILIZING AUDIO VISUAL AIDS TO IMPROVE ENGLISH SPEAKING SKILL FOR THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 BANAWA

2020 ◽  
Vol 1 (1) ◽  
pp. 61-72
Author(s):  
Irmawati Irmawati ◽  
Muhammad Ihsan ◽  
Rasmi Rasmi
Keyword(s):  
Teaching And Learning ◽  
Eighth Grade ◽  
Visual Aids ◽  
Eighth Grade Students ◽  
Research Findings ◽  
Speaking Skill ◽  
Class Viii ◽  
Field Notes ◽  
English Speaking ◽  
Speaking Skills

This study aims to improve the speaking skill of the eighth grade students of SMP Negeri 3 Banawa in the use of audio visual aids. This research was conducted through action research consisting of two cycles. The data were obtained from observation during the implementation of the action; interview with Teacher of English and the eighth grade students from class VIII A; and discussion with Teacher of English. Data in the form of field notes, interview transcripts, and photographs. The validity of the data is obtained by applying utilization Audio Visual Aids, results and processes. The results show that there was an increase in students' speaking skills through the use of audio visual aids. The audio-visual tool used in this study was video and slide. Videos were taken from youtube.com in the form of dialogue in certain expressions. These videos can attract students' attention and increase their learning motivation. Students can have a better understanding of the use of English in real situations when they learn appropriate Englishlanguage models through audio-visual aids (video and slide). Students make improvements in several aspects of speaking skills, such as fluency and comprehensibility. They are more confident in speaking English. They actively participate during the teaching and learning process. In addition, they did not hesitate to ask the teacher when they found difficulties. The research findings are also supported by the results of students' speaking achievement which increased from 57.78 in cycle I to 72.67 in cycle II.

scholarly journals Teaching the Nation: Literature and History in Teaching English

2016 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Onoriu Colăcel
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Political Action ◽  
Native Speaker ◽  
Mother Tongue ◽  
Teaching English ◽  
English Speaking ◽  
Anglo American ◽  
English Speaking World ◽  
The Uk

Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

scholarly journals Developing Supplementary Teaching Speaking I Materials for Students of English Education Program of State Institute for Islamic Studies (IAIN) Bengkulu, Indonesia

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Dedi Efrizal
Keyword(s):  
Education Program ◽  
Teaching And Learning ◽  
English Education ◽  
Teaching English ◽  
State Institute ◽  
Islamic Studies ◽  
Daily Experiences ◽  
Field Note ◽  
English Speaking ◽  
Expert Validation

Most of third semester students of English Education program of State Institute for Islamic Studies (IAIN) Bengkulu, Indonesia, encountered many problems in speaking activity. The main problem was there were not appropriate teaching English speaking materials yet that give big portion and opportunity for the students to speak actively and freely based on their contextual or daily experiences and background in order to support teaching and learning process of English speaking I. the objective of this research is developing a set of supplementary teaching English speaking materials for the students based Contextual Teaching and Learning. This research used Research and Development design with the procedures: conducting need assessment, developing supplementary materials, conducting expert validation, revising the materials, trying out the materials, and revising the materials. The researcher collected the data by using questionnaires, interview, analyzing the syllabus, and field note. The product of this research is four units of supplementary teaching English speaking I materials for third semester students of English Education program of State Institute for Islamic Studies Bengkulu, Indonesia.

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