Hello, in this opportunity i would tell you about my friend's article which she read.
1. Enhancing the development of speaking skills for non-native speakers of English
Speaking is one of the four macro skills to be developed as a means of effective communication in both first and second language learning contexts. In the English as a Foreign Language (EFL) pedagogy environment, how to increase speaking competence and confidence for undergraduate students tends to be a crucial question among instructors. This concern led to a qualitative research design as an action study in a regular course employing a task-based approach. The findings indicated that confidence, creativity of topics, and speaking competence were the key aspects of improvement when speaking to the audience.
2. Improving the speaking ability in English: The students’ perspective
The main focus of the study was to know English as a subject and as a language, the quality of the textbooks, opportunities of listening to good English with proper/correct pronunciation and to high light that various exercises/activities, i.e. seminars, group discussions and debates competitions, etc. were regularly being arranged or not. The study was descriptive in nature. The researchers selected 20 male students and 20 female students from 4 Govt. colleges in district Charsadda (N.W.F.P, Pakistan) studying at the first year and second year level through stratified random sampling procedure. The data was collected through a questionnaire having alternate items. The questionnaire was designed by consulting experts in the concerned field. It was tabulated in the form of counting frequencies and then analyzed through percentages. The main findings of the study were: by teaching English as a subject to the students and not as a language give vent to rote memory only to pass the examination out of burden.
3. Improving English Language Speaking Skills of Ajloun National University Students
This study aimed to enhance the oral communication skills (conversations) of ANU students. The sample of the study consisted of 20 students (12 female students and 8 male students) all of them are studying English language, the majority of the sample were the seniors and juniors students, while freshman were minority students. The researchers used random sample method. To achieve the objectives of the present study, the researchers used semi-structured interview as an instrument for data collection.
4. IMPROVING SPEAKING SKILLS THROUGH ACTIVELEARNING STRATEGY OF THE YEAR EIGHT STUDENTS
The population of this research was the eighth grade students and the sample was class B consistingof 26 students. The sample was chosen by purposive sampling technique. The data were collected through oral test. The pre-test and the post-test were used to measure the improvement of the students‟ speaking skill before and after the treatment. Based on the result of the pre-test and the post-test, it is obtained that the t-counted value is 6.920. By applying 0.05 level of significance and the 25 (26-1) degree of freedom, itwas found that t-table value is 2.060. It shows thatthet-counted value is greater thanthet-table value.It means that the useof active learning strategy can improve speaking skill of the year eightstudents of SMP Negeri 1 Dako Pemean.
5. IMPROVING STUDENTS’ SPEAKING SKILLSUSING COMMUNICATIVE ACTIVITIES: A CLASSROOM ACTION RESEARHAT ABE’S CLASS, APRE-INTERMEDIATE CLASS OF ENGLISH MADE EASY
The objective of this research was to improve students’speaking skills using communicative activities at Abe’s class, a pre-intermediate class of English Made Easy, an English course for adult learners. The research was conducted in two cycles involving communicative activities in the forms of various information gap activities and games as the main actions. They were panel discussion, ‘give me a suggestion, please’, and ‘sharing my preference’. Using classroom English, communicating the objectives of the learning to the students, conducting pre-communicativeactivities, conducting communicative activities, giving feedback, giving vocabulary and pronunciation check, using media in learning processes and giving rewards to ‘the student of the day’ were the actions conducting during this research. The data were obtained by observing the teaching and learning processes, interviewing the collaborators, holding discussions with the collaborators and taking pictures during the teaching and learning processes. The instruments of this study were observation sheets, interview sheets, recorder and a camera. The data collected were qualitative in nature. The data were analyzed from the vignette and interview transcripts during the actions. To avoid the subjective analysis, investigator and time triangulation were used. Democratic, process, outcome, catalytic, and dialog validity were also used to fulfill the validity and reliability of the data.
Comments