scholarly journals NATIVE ENGLISH TEACHERS IN EFL SPEAKING CLASSES: DEPICTING THEIR STRATEGIES TO TEACH VIETNAMESE STUDENTS

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Miftahul Mahrus ◽  
Novinda Rosayanti
Keyword(s):  
Classroom Observation ◽  
Group Discussion ◽  
Role Play ◽  
English Teachers ◽  
Qualitative Approach ◽  
Target Language ◽  
Descriptive Research ◽  
National University ◽  
Story Completion ◽  
Speaking Skills

The aims of this research are; (1) to know the strategies used by native English teachers to teach speaking to the students of Vietnam National University of Agriculture, (2) to describe how the strategies contributed to the students speaking skills, and (3) to explain the problems faced by native English teachers in EFL speaking classes. This research is descriptive research with a qualitative approach. The data were collected through classroom observation, interviews, and documentation. It presents the result of the study in the form of a descriptive explanation. The findings of this research are the strategies used by native English teachers to teach speaking to the students of Vietnam National University of Agriculture, namely (a) group discussion, (b) role play, (c) brainstorming, (d) storytelling, (e) story completion, (f) describing picture, (g) game (guessing the word), (h) using target language/interview. Based on those strategies, the results show that the strategies help students to improve their speaking skills, vocabulary, and confidence. Also, it can help students to solve problems, increase sensitivity, think critically, and express their ideas. Furthermore, the findings of the problems faced by native English teachers in speaking class are (a) pronunciation, (b) lack of confidence, (c) lack of ending sounds, (d) no vocabulary and grammar.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

scholarly journals Strategies in Online Speaking Classroom in the Time of Covid-19: A Descriptive Study at Tertiary Level

2021 ◽  
Vol 5 (2) ◽  
pp. 259
Author(s):  
Zelvia Liska Afriani ◽  
Valisneria Utami
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Structured Interview ◽  
Teaching Staff ◽  
Tertiary Level ◽  
Face To Face ◽  
Descriptive Research ◽  
Mobile Phone Applications ◽  
Face To Face Learning ◽  
Speaking Skills

Recently, the Covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. This study aims to analyze the strategies applied by teachers at the tertiary level in the time of Covid-19. The researchers employed a descriptive research design conducted in one of the Islamic universities at Bengkulu. The subjects were two English as a foreign language (EFL) teaching staff who taught speaking skills at the beginner level. The data was obtained through a semi-structured interview. The observation was also done during one semester, where the researchers took part in the online classrooms. After the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. The findings revealed that the English teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. The strategies are lecturing, role-play, online group discussion, simulation, and drilling. They are blended with WhatsApp Group, Google Classroom, Zoom, and Instagram. Even though the learning process can be managed in this pandemic, face-to-face learning is still favorable.

Representation of Literary Texts in English for Ethiopian Textbooks and Their Practice in the Classroom: Grade 9 and 10 in Focus

2020 ◽  
Vol 10 (6) ◽  
pp. 623
Author(s):  
Yibeltal Degwale ◽  
Simachew Gashaye
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Quantitative Methods ◽  
Classroom Observation ◽  
Group Discussion ◽  
Literary Texts ◽  
Observation Data ◽  
Qualitative And Quantitative Methods ◽  
Descriptive Research ◽  
Language Areas

This study aimed to assess the representation of literary texts and their actual practice at Grades 9 and 10 in general secondary schools in Ethiopia. The study employed descriptive research design involving both qualitative and quantitative methods. Participants were selected purposively. Textbook analysis, classroom observation and focus group discussion were data sources. The textbook and classroom observation data were analyzed using descriptive statistics. Whereas, the focus group discussion data were analyzed qualitatively using thematic analysis. Findings showed that poems took the lion’s share in the literary texts. However, short stories, novel extracts, moral stories, fables and true stories were scarcely found in the textbooks. Besides, the findings revealed that language skills and language areas incorporated in the literary texts focused more on developing reading and speaking skills. Moreover, the findings obtained from focus group discussion and classroom observation showed that teachers were not regularly practising literary texts due to teachers’ lack of pedagogical skills, students’ lack of interest to learn literary texts and the difficulty nature of the literary texts.

scholarly journals Students’ Perceptions and Attitudes Toward the Use of Communicative Language Teaching (CLT) to Improve English Listening and Speaking Skills

2020 ◽  
Vol 10 (4) ◽  
pp. 40
Author(s):  
Tinutda Komol ◽  
Sasitorn Suwanphathama
Keyword(s):  
Work Group ◽  
Language Teaching ◽  
Group Discussion ◽  
Role Play ◽  
Communicative Language Teaching ◽  
Video Production ◽  
Perceptions And Attitudes ◽  
Communicative Teaching ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed to investigate the students’ perceptions and attitudes toward the use of communicative language teaching to improve their English listening and speaking skills. 82 fourth-year students who enrolled in English in Media course were asked to give their perceptions and attitudes in learning from communicative language teaching (e.g., role-play, pair work, group work, group discussion and making a video). The Results showed that the students had strong positive perception toward the classroom activities suggested by the communicative teaching approach. It is suggested that using role-play, group discussion and video production can help increase the students’ confidence and improve their listening and speaking skills. Moreover, the students also strongly agreed that making an English short movie video allowed them to get much exposure to using English.

scholarly journals Effectiveness of role play in enhancing the speaking skills of the learners in a large classroom: An investigation of tertiary level students

2013 ◽  
Vol 7 ◽  
pp. 218-233 ◽  
Author(s):  
Priscilla Islam ◽  
Tazria Islam
Keyword(s):  
Classroom Observation ◽  
Role Play ◽  
Situational Factors ◽  
Advantages And Disadvantages ◽  
Positive Attitudes ◽  
Graphic Analysis ◽  
Class Room ◽  
Group Interviews ◽  
Further Development ◽  
Speaking Skills

This investigation looks at enhancement in learners’ speaking skills through role play in groups in a large classroom and this study also examines the teacher’s assessment of students for further development of their speaking skills. About one-hundred twenty students of the department of English, Stamford University Bangladesh were involved in this investigation process from January 2012 until April 2012 in the speaking classes. For the research, qualitative data were collected in the form of questionnaires, group interviews, classroom observation, and students’ performance evaluation result. The result from class room observations of students’ performance has been presented in the form of graphic analysis. The result shows learners’ improvement in speaking skills through role play and how the positive attitudes of teachers help to further their speaking skills. From the response of the student’s questionnaire it has become obvious that role play has been enthusiastically accepted by the students as it challenges their creativity and ability to think critically, which enables them to speak more logically and confidently in the classroom. The result of the group interview shows the advantages and disadvantages of students’ performance while doing the role play in groups inside the classroom and it also helps students to overcome inhibition when it comes to speaking in front of others. Through classroom observation the teacher identifies students’ ability to adapt with the situational factors and also measures their fluency and use of accurate language by recording their performances. The teacher also records the gradual progress of students for further development of their speaking skills and ascertains how beneficial it is to do role play in a large classroom. DOI: http://dx.doi.org/10.3329/sje.v7i0.14475 Stamford Journal of English; Volume 7; Page 218-233

scholarly journals Writing Instruction in Secondary Schools: Unraveling Practices and Challenges

2019 ◽  
Vol 1 ◽  
pp. 108-118
Author(s):  
Tirtha Karki
Keyword(s):  
Classroom Observation ◽  
Group Discussion ◽  
Secondary Level ◽  
English Teachers ◽  
Structured Interview ◽  
Teaching Writing ◽  
Practical Training ◽  
Public And Private ◽  
Language Classrooms ◽  
Product Approach

In a discourse related to teaching writing in second or foreign language classrooms, there is a focus on process writing which seems still new practice in many Nepali classrooms. In this context, this study was conducted to explore secondary level English teachers' practices and challenges of teaching writing. The study adopted qualitative research design. For this, twenty secondary level English teachers from both public and private schools of Sunsari District, Nepal were selected as informants. The data were collected through classroom observation, semi- structured interview and Focused Group Discussion (FGD). First, classroom observation of eight teachers was carried out followed by semi-structured interview. Then, the other twelve teachers were invited for FGD. Analysis of qualitative data uncovered that majority of the teachers adopted product approach to teaching writing with abundant stress on support to students for securing good marks in the final examination. The major challenges revealed behind this situation were large class size, low proficient learners, pressure on course completion, lack of practical training for teachers, and insufficient resources including ICT facility in the classroom contexts.

scholarly journals Identification of the Gaps between Actual Performance and Expected Performance of English Teachers at Elementary Level

2021 ◽  
Vol 10 (1) ◽  
pp. p1
Author(s):  
Muhammad Qasim Javed Marral ◽  
Dr. Muhammad Arfan Lodhi
Keyword(s):  
Performance Indicators ◽  
Classroom Observation ◽  
English Teachers ◽  
Elementary Level ◽  
Government Schools ◽  
Actual Performance ◽  
Level Of Education ◽  
English Teaching ◽  
Descriptive Research ◽  
Expected Performance

Teachers hold central figure in the propagation of effective education in educational milieu. The present study attempted to explore the key performance indicators (KPIs) of English teachers working in government schools at elementary level of education. The KPIs were identified and determined by examining the gap between their existing performance and their expected level of proficiency. The study focused its attention to evaluate the gap in English teaching domain only. The data was collected and analyzed quantitatively in this survey oriented descriptive research. A total number of 200 students and 40 teachers were restricted as the sample of the study taken from 04 tehsils of district Bahawalpur. Furthermore, data was collected by developing and administering 02 instruments i.e. questionnaire and classroom observation. The data taken from observation checklist was quantified to obtain empirical results of the investigation. The findings of the study revealed significantly huge gap between the existing and desired level of teachers’ proficiency. This gap was relatively apparent in teachers’ language proficiencies as well as instructional capabilities. Majority of the teachers couldn’t demonstrate the optimal standards of English teaching due to multifaceted factors. Furthermore, study revealed that there is dire need of target oriented instructional workshops and teacher trainings to be arranged for teachers to get the maximum outcomes.

scholarly journals THE EFFECT OF USING DIRECT METHOD IN TEACHING SPEAKING SKILL AT THE SECOND YEAR OF SMK NEGERI 1 BENER MERIAH-ACEH

JURNAL BASIS ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 155
Author(s):  
Umar Haliwanda
Keyword(s):  
Direct Method ◽  
Group Discussion ◽  
Role Play ◽  
Target Language ◽  
English Teacher ◽  
Before And After ◽  
Picture Story ◽  
Speaking Skill ◽  
Second Year ◽  
Role Play Simulation

This study aims at investigating at the use of Direct Method in the classroom, a few of English teacher applied  many strategies and methods to increase students’ speaking skill throughout describing and asking responses from the students, sometimes the teacher using group discussion, role play/simulation, picture story, and game, etc. . Besides, using interesting strategies or methods. But in reality, the students faced the problem, while the researcher using Direct Method in this study the students able to speak each other. Subsequently has improvement in speaking skill.  The main focused in this study is to know the effect using Direct Method before and after being taught by using Direct Method. And also emphasizes the benefits of the Direct Method to teach how to communicate in the target language.

scholarly journals PRE-SERVICE TEACHERS’ FEEDBACK ON THEIR EXPERIENCES WHILE ATTENDING THE APPRENTICESHIP PROGRAMME IN KENINGAU

2018 ◽  
pp. 171-182
Author(s):  
KAMSILAWATI KAMLUN ◽  
NIK ZAITUN NIK MOHAMED
Keyword(s):  
Teacher Education ◽  
Primary Schools ◽  
Classroom Observation ◽  
Group Discussion ◽  
Qualitative Approach ◽  
External Factors ◽  
Internal Factors ◽  
Reflective Journal ◽  
Internal And External Factors ◽  
Pre Service Teacher

Abstract This study explores the pathways followed by the pre-service teacher by collecting their feedback after attending the apprenticeship programme in one of the primary schools in Keningau. The aim is to get an overview of their experiences while attending apprenticeship programme. This study has employed a qualitative approach gathered through classroom observation, reflective journal as well as focus group discussion. The findings of the study depicted that the pre-service teachers’ about their experiences are affected by internal and external factors. Internal factors may include inadequacy to teach, attitude problem, mismatch of expectation as well as conflict with the mentor teacher. External factors may include lack of teaching facilities, school community and location of the school. The analyses yielded perspectives which includes several themes: elements of teaching, pre-service-cooperating teachers’ interactions related to pedagogy, knowledge of pedagogy, and the acts of teaching. Keywords: Apprenticeship, TESL, teacher training, pre-service teacher, teacher education.

scholarly journals CONFIDENCE AND MOTIVATION OF NOVICE ENGLISH TEACHERS AT VNU IN CONDUCTING RESEARCH

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Le Thuy Lan
Keyword(s):  
Personal Development ◽  
Teaching Practice ◽  
English Teachers ◽  
Qualitative Approach ◽  
Research Practice ◽  
Extrinsic Factors ◽  
National University ◽  
Research Ability ◽  
Conducting Research

The study aims to gain some insights into the confidence and motivation of young English teachers in doing research as a preliminary stage for further follow up research into the research practice of these teachers. The researcher opted for a qualitative approach by interviewing in person six novice English teachers working at a university in Vietnam National University, Hanoi. The outcomes show that the teachers had between low and medium confidence in their research ability and were motivated mainly by extrinsic factors such as school requirement while acknowledging the benefits research has on teaching practice and personal development.

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