This action research study was carried out to identify teacher strategies to address students errors and students’ response to and perception on corrective feedback in a group of 11th grade students in Chile. Data was collected through classroom observation, an interview and a questionnaire. The data analysis techniques used were critical incidents for classroom observation and thematic analysis for interview and questionnaire. The results showed the teacher used recasts and prompts to address specific content areas and specific students. Responses from students to corrective feedback were to always self-repair following prompts, but sometimes self-repair following recasts. Their perceptions on the role of error as well as corrective feedback were positive. Through these findings it is expected that the teacher-researcher adjust her practices in order to assist speaking skill training but also provide insights on Chilean context and encourage more teachers to explore further in classroom-oriented settings that are larger and diverse.
Enhancing Willingness to Communicate and Self-Perceived Communication Competence through Debates on National Current Affairs (Published)
Learning a foreign language is crucial for university students’ comprehensive academic training. However, Chilean undergraduate students have proven reluctant to speak in English, and they struggle to communicate orally in classes. Willingness to communicate (WTC) is one of the variables affecting foreign language learning and it is influenced by different variables, such as, topics, grouping, interlocutor, teacher and self-perceived communication competence (SPCC). In this scenario, this study aims to explore to which extent debate on national current affairs could affect university students’ WTC orally in English as well as their SPCC. This study followed an action research design and the data was collected through two questionnaires, class observation and a focus group interview. The findings showed an increase in WTC and SPCC in three of the four students observed. Thus, debates on national current affairs could be a useful tool to enhance students’ willingness to communicate.
Motivation is known as one of the most important factors that helps the learning process. In learning a language speaking is less motivated since it need the highest degree of confident among the other skills. Therefore, the focus of motivation should be directed first to speaking. This paper is an attempt to view some of the challenges that face Saudi students in speaking skill particularly. It also endeavors to discuss some implications that would help English teachers to motivate their students to overcome these challenges. Moreover, it displays the concept of motivation including its theories and models. After that, it links motivation to the speaking skills in the Saudi context as it defines the meaning of speaking skill, views its importance and how it should be dealt with in Saudi Arabia
Teaching English for Academic Purposes: A Decadal Comparison of Listening and Speaking Skills in the Use of English Texts in Nigerian Universities. (Published)
The compliance rates of Use of English texts to COMSKIP benchmark (listening and speaking skills) in five Nigerian universities in 2005 and 2015 were evaluated using the criterion-referenced assessment and systematic observation as design and instrument respectively. The result showed that for listening skill in 2005 the average compliance rates for the institutions were 0, 0.4, 0.2, 0 and 0.4 for NAU,UNN, FUTO, IMSU and ESUT respectively while for listening skill in 2015 they were 0.4, 2.6, 0, 0 and 0.4 for NAU, UNN, FUTO, IMSU and ESUT respectively. For speaking skill in 2005, the average compliance rates for the institutions were 1, 3.4, 0, 0 and 1 for NAU, UNN, FUTO, IMSU and ESUT respectively. For the speaking skill in 2015, the compliance rates were 1, 1.2, 0, 0 and 0.2 for NAU, UNN, FUTO, IMSU and ESUT respectively. Important recommendations were made.
Speaking skill is necessary for everyone who wants to learn second / foreign languages. Feelings of anxiety and nervousness are common among second/foreign language learners. Different learners with different level of anxiety use different strategies while speaking a foreign language. Existence of such feelings in the learners may prevent them from achieving the desired goal. Some speak in front of others without any anxiety, but some delay this activity until learn enough knowledge, and some delay it forever and never speak a foreign language. The aim of present study is to investigate the relationship between anxiety and English speaking skill among Iranian EFL learners. To achieve this aim 100 of EFL learners who learn English in language learning institutions in Ilam province are investigated. The instrument used in this study to measure student’s foreign language speaking anxiety is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz (1986), and the results of speaking grades which are qualitative data from the interview with learners is used as another kind of questionnaire to measure learners speaking. To analyze the scores SPSS software was used. The results show that English learning anxiety has a significant moderate negative correlation with the English achievement of the students in this study, the participants of this study as EFL learners usually have levels of anxiety, and the higher the FLCAS score is, the low English speaking is, so by reducing the level of anxiety of learners English speaking can be improved.