With the rapid growth of English as an International language (EIL) due to globalization, and the emergence of the need for bridging the gap between what non-native English speakers(NNESs) perceived and what they need to know in their specific target environments (Basturkmen 2006:15) recent interest has been triggered to the status of native-speakerism in the realm of English for Specific Purposes and the pressing issue of comprehensibility of oral communication in ESP courses by examining the questions: ‘ How is intelligibility accommodated in ESP courses? Is non-native users’ identity tightly linked to native users’ with the former lacking the confidence to acquire the desirable specialist knowledge?’. Owing to the fact that there has been a lot of controversy to the subject of communicative competence and the linguistic awareness of ESP learners, this reflective article, focusses on drawing insight in the thorny issue of native-speakerism in the field of ESP courses and brings forth the stances towards the native speaker vs non-native speaker dichotomy in the working environments of Greece. The purpose was to explore the problematized fallacy of native-speakerism in ESP courses by questioning its perceived effects in the way students regard the English language. In doing so, it sheds light at what needs to be done to shake the foundations of specific discourse communities with specific communicative traits and distinct communicative practices. This article concludes that focusing on job-specific discourse features will enrich learners’ linguistic resource commensurate with the demands of their working environments. Consequently, it reveals that the problematizing native-speakerism fallacy is a misconception and a stereotype.
Teaching Speaking Skill to EFL College Students through Task-based Approach: Problems and Improvement (Published)
This study aimed at exploring Yemeni EFL students’ perceived problems of speaking and enhancing their speaking performance using task-based instruction strategy. It followed a quasi-experimental research design to check the degree of enhancement in the students’ speaking skills, and a qualitative design to check students’ problems in speaking. To ensure effective use of strategic teaching, the researchers considered students’ needs and motivation by involving them in an interview about the problems they face when communicating in English. Non-probabilistic convenience sampling was used in the present study. The sample consisted of 20 first-year college students at Socotra Faculty of Education, Hadhramout University, Yemen, in the academic year of 2018-2019. The findings revealed that students face many speaking problems pertaining to knowledge of phonology, vocabulary, grammar and problems of sustaining the oral interaction, as well as psychology -related problems. The analysis of data collected, using paired sample t-test, indicates a significant improvement has taken place in students’ speaking skill compared to the pre-test and the post-test performance with t-value of 5.349 and p. value =.000,<. 0.005, with effect size of (ES = .53). Based on the findings, the study recommends that EFL teachers focus on the problems reported by students whenever they want to develop their students’ communicative competence.
Teachers’ Perception towards the Use of Communicative Language Teaching in Enhancing Secondary School Students’ Communicative Competence in English Language (Published)
ABSTRACT: English language which is the second and unifying language in Nigeria is taught at all educational levels in the country mainly to ensure that students have a grasp of it and should be able to communicate effectively in it in various contexts. This study investigated the perception of English language teachers towards the use of Communicative Language Teaching in enhancing secondary school students’ communicative competence in English language. This study is a descriptive research of the survey type which focuses on how secondary school students in Ibadan South –West Local Government Area of Oyo State can use English Language in real life situations. Fifty English Language teachers randomly selected from some secondary schools constituted the sample for the study. A self- constructed questionnaire consisting of fifteen items was used to collect the data for the study. Test-retest method was used to determine the reliability of the instrument and a reliability coefficient of 0.74 was obtained. The study found out that schools lack the material that can promote communicative language teaching in schools and that most teachers considered classroom interaction a time consuming activity. Based on these findings, it was recommended that the government should provide gadgets and necessary materials needed for effective utilization of communicative language teaching so that students’ confidence in speaking and communicative competence can be improved. Teachers should endeavor to make their classes interactive and employ activities that can facilitate English Language usage in real life situation.
This paper examines student perceptions on the effectiveness of developing communicative competence through drama-based group projects in an EFL class in Taiwan. A whole language approach was adopted and students were required to accomplish their drama projects by conducting a series of collaborative and skill- integrated activities throughout the semester. Forty non-English major University freshmen, with intermediate English proficiency enrolled in this class. In groups, activities such as watching movie, reading movie reviews, introducing the movie plots and casts, providing feedback through presentations, choosing the plot, adapting and editing the script, and finally performing the plot were enacted in class. Questionnaires and semi-structured interviews were conducted to explore students’ perceived effectiveness on their overall language learning through the drama-based projects. The results revealed students’ positive feedback not only on the part of their improved language ability, but on their enhanced awareness and understanding of the proper use of target language. In addition, positive comments on boosted confidence and gains from collaborative learning were also reported.
Role play is an effective learning and teaching experience for both the students and the teachers. Through role play, students can have more opportunities to “act” and “interact” with their peers trying to use the English language. It also helps learners in speaking, listening, and understanding English. It lightens the classroom atmosphere and enlivens it. This paper aims at investigating students’ attitudes and perceptions of role play activities in the tertiary level English language classrooms in Bangladesh. The activity was chosen as a classroom task to create a situation for the learners to actively interact in English, and thereby to make the language learning more meaningful and interesting at the same time. The learners found the activities to be challenging as well as interesting. Finally, some recommendations are made to promote the use of role play in Bangladeshi classroom of English to develop communicative competence among the learners.
A Comparison of Teaching Materials (School Textbooks Vs Authentic Materials) From the Perspective of English Teachers and Educational Supervisors in Saudi Arabia (Published)
This article is an original contribution to knowledge in that it explores English teachers’ and educational supervisors’ attitudes to using school textbooks and authentic materials in Saudi boys’ schools. Specifically, it aims to determine the preferred teaching materials (either textbooks or authentic materials which are not usually recommended in the current textbooks (or which are additional to the contents of the current textbooks) from the participants’ points of view. A mixed-research approach — quantitative and qualitative — was used to investigate the favoured teaching materials, while the contrastive research approach allowed both types to be evaluated. The results showed that the participants had positive attitudes to using authentic materials and that most teachers preferred them to school textbooks. The study contributes to the debate over how best to teach English as a Foreign Language, and concludes with the recommendation that school textbooks should include authentic materials in order to improve learners’ communicative competence.
Do Teachers And Students Want CLT? A Study of Bangladeshi College Teachers’ and Students’ Perception of CLT (Published)
English is embedded, as a core and compulsory subject from years 1-12, in Bangladeshi education system. Keeping English in this position indicates that an increased emphasis is placed on learning English. In order to strengthen students’ communicative competence in English, moreover, the Government substituted CLT for GTM in 2001. However, many argued that, despite this change, most of the students are still unable to communicate in English effectively. This communicative inability of students generates a question that is whether or not students and teachers actually want CLT. Therefore, this study aimed to investigate teachers’ and students’ perceptions of whether they desire CLT or not, and of how they perceive CLT. To achieve this aim, nine participants (three teachers and six students) were selected to obtain data through conducting semi-structured in-depth interviews. Qualitative technique was followed to analyse the data. The results of this study indicated that the students and teachers desire CLT, and they also expect the problems with CLT to be resolved. Even, they also have drawn some recommendations for improving CLT in Bangladesh.
MODERN REQUIREMENTS FOR SECOND LANGUAGE ACQUISITION ASPIRANTS (Review Completed - Accepted)
It is an uncontested fact that knowledge of English is a pre-requisite for success in the modern world. The universities and colleges bear the onus of preparing the students to face the world by equipping them with the requisite knowledge and skills. Learning a language is different from learning subjects like Mathematics and Geography, where the teacher plays a pivotal role in acquainting the students with rules and facts pertaining to the field. But language skills can be developed only by having the learner at the centre, and by providing maximum opportunities for practicing and learning from personal experience. The emphasis thus, has to be on strengthening communicative competence by exposing the learner to real-life situational use of the language
COMMUNICATIVE ACTIVITIES: ISSUES ON PRE, DURING, AND POST CHALLENGES IN SOUTH KOREA’S ENGLISH EDUCATION (Published)
This paper determined 128 Korean university students’ language potentials on “pre,” “during,” and “post” communicative activities. Their strengths and weaknesses in the communicative challenges were investigated; particularly, their weaknesses in the three stages were determined in terms of rank of difficulty and frequency of attitude toward the activities. In the exploratory-quantitative-exploratory research method with qualitative perspectives, the findings were concluded: Not all were challenged in pre, during, and post communicative activities. Parents, English language environment, teaching approaches, and bad timing may be the culprit why students’ motivation, interest, and proficiencies were in bad shape. Students’ learning styles, strategies, and attitudes were also affected due to the difficulties of communicative challenges and lack of support system. Lack of support system can be characterized with lack of the proper language proficiency assessment on where to place the students in class and how much time to be allotted for each class. The students from the 22 departments attended an English class for only an hour and fifty minutes per week. With the conditions mentioned above, the students could hardly develop communicative skills because they were not able to manage learning meaningfully. Deeper insights on these three stages (such as pre, during, and post) would add literature to address students’ real needs and teacher’s issues on sense of commitment in the English language education. The rank of difficulty on communicative activities in each stage would provide the support system (which involves TESOL practitioners, teachers, curriculum developers, researchers, and even students) priorities on what, how, and when to implement communicative challenges. By evaluating every angle of these current data would help the support system design or develop teaching techniques, result-oriented materials, and interactive activities to accommodate the priorities. Thus, the ranks of difficulty in communicative activities as well as the rank and frequency of attitude towards these activities will serve as a basis for conducting further investigation or similar studies to fulfill the support system’s objectives.