English Oral Communication in Public Secondary Schools in Kazakhstan: Understanding its Practice and Challenges

Ismail, Khaidzir; Tuspekova, Almagul; Mustaffa, Rosniah

doi:10.17576/3l-2018-2402-09

Cited by 5 publications

(4 citation statements)

References 21 publications

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“…The findings showed there were four different types of environmental factors: limited oral practice environment (n=9), learner passiveness (n=3), large class sizes (n=1), and learners' mixed abilities (n=1). Most of the studies illustrated that limited opportunities to practice oral skills inside and outside the classroom were the prime environmental factor for the poor development of EFL learners' oral skills in EFL contexts (Aeni et al, 2017;Alam & Uddin, 2013;Ella & Dapudong, 2014;Fitria & Salwa, 2018;Ismail et al, 2018;Rahman, 2010). As there was a lack of an oral practice environment in EFL contexts, learners rarely got the opportunity to practice outside the classroom (Soomro et al, 2019).…”

Section: Environmental Factorsmentioning

confidence: 99%

“…According to the results, the emotional factor was another psychological factor that emerged from lack of emotional support from teachers, family members, and friends. The emotional factor influenced female learners more than male learners in Kazakhstan (Ismail et al, 2018). Additionally, self-efficacy was another psychological factor related to learners' aptitudes, attitudes, and aspirations that influenced learners' oral skill development (Idrus et al, 2011).Finally, the results showed that learners' reluctance to speak in English emerged from a lack of confidence for learning oral skills in EFL contexts (Şimon, 2014).…”

Section: Psychological Factorsmentioning

confidence: 99%

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A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

Seraj

Habil

2021

JLE

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The objective of this systematic review is to present a critical overview of current studies to explore issues such as the factors causing EFL learners’ poor oral performance and the teaching and assessment methods of oral English communication skills (OECSs) for developing tertiary level learners’ OECSs in EFL contexts. For this purpose, 51 empirical studies of the 2907 retrieved from SpringerLink, SCOPUS, Web of Science, and the Google Scholar database that were published between 2010 and 2019 in different EFL contexts were analyzed. This study followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically using NVIVO 12, followed by the Mendeley reference management software. Studies that were conducted in native English contexts and non-empirical studies were excluded from consideration for this study. The findings showed that the environmental factor was the primary factor for learners’ poor OECS performance in EFL contexts. For the method of teaching and assessment of learners’ OECSs, the use of technology is rapidly increasing in different EFL contexts. This study suggests some implications for both future researchers and academics for developing EFL learners’ oral English communication skills dealing with environmental, psychological, and linguistic factors along with teaching and learning resources at the tertiary level in EFL contexts.

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Section: Environmental Factorsmentioning

confidence: 99%

Section: Psychological Factorsmentioning

confidence: 99%

A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

Seraj

Habil

2021

JLE

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“…Moreover, the analysis of preliminary findings indicates that the root causes of poor oral English communication skills in EFL learners are mainly based on environmental, psychological, linguistic, educational resource-related, and internet-related issues. The majority of previous studies confirmed that the environmental factors include the lack of opportunities to practice in and out of the classroom (Aeni et al, 2017;Alam & Uddin, 2013;Ella & Dapudong, 2014;Fitria & Salwa, 2018;Ismail et al, 2018;Rahman, 2010) and this implies there is no appropriate environment to practice oral skills (Soomro et al, 2019). This signifies nervousness due to time limitations and audiences has the ability to cause a loss of ideas during the process of performing.…”

Section: Introductionmentioning

confidence: 99%

The Application of Mobile-Enhanced Collaborative Learning Models on Oral Presentation Competence in Rural Area During Covid-19 Pandemic

Rachman

Margana

Priyanto

2022

IJLTER

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Limited conceptual knowledge, and the lack of competencies and skills in the discharge of duties have been part of the challenges faced by some teachers within the South African school system. One of the reasons attributed to this is poor teacher development programmes in some of the training institutions. This study explored the impact of mentorship development on pre-service teachers from a university in South Africa. The five-factor model of mentoring namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback was employed as a theoretical lens. The purpose was to understand the attributes and practices mentors transfer to their mentees (student teachers) during their teaching practice. Located in the interpretive paradigm, the research employed a qualitative case study design to generate data through semi-structured interviews from 26 B.Ed Honours pre-service teachers, purposively selected as the study sample. A thematic approach was used to analyse the data generated. Findings from the analyses revealed that pre-service teachers were positively impacted mostly in the development of pedagogical knowledge, followed by system requirements, personal attributes, modelling and feedback. The findings support the Five-Factor mentoring Model as a valid and useful framework for measuring the impact of the mentoring received by pre-service teachers on teaching practicum. The study concludes that mentoring activity in pre-service teacher education is an important component of professional development for effective teachers. Based on this conclusion, the study recommends that mentors support student teachers in the development of the necessary skills and competencies required of a professional teacher.

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“…[2] also proposed the implementation of Strategies Based Instruction (SBI) in the teaching and learning of English language in order to help learners to acquire good speaking skills. [8] in their study on practice and challenges of English oral communication in public secondary school in Kazakhstan believed that learners' production of oral language can be categorised into three groups namely; learner-related, teachers-peers-family related, and sociocultural factors. This is also supported by an underpinning theory of this paper which is the theory of constructivism by Lev [9].…”

Section: Introductionmentioning

confidence: 99%

Lack of Proficiency in English Language: Understanding the Circumstances among the Military Cadets

Hashim¹,

Yunus²,

Hashim³

2020

Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019

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Globalisation has driven university students in today's era to be more proficient in English language. Being proficient in English language is to be considered an advantage for university students to survive in their tertiary level of education, also in reserving work spot in the future. There have been many strategies and tactics employed by educators all around the world to help learners to be more proficient in English language. However, regardless of all the effort, there are still tons of university students who are not quite proficient in English language. Therefore, it is believed that there is a need for us to figure the main circumstances that may lead to the barrier towards good proficiency among learners; university students especially. Hence, a qualitative study using open-ended questionnaire is conducted to investigate the factors and circumstances towards lack of proficiency in English language university students. Twenty two undergraduate students of ESL Learning majoring in Computer Science courses responded to the questionnaire. The findings have shown that there are three main circumstances that they think have made quite of an impact towards their lack of proficiency in English language namely; the struggle of learning English, lack of confidence and low self-esteem and environmental factors. Further discussion and recommendations are discussed in this study.

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English Oral Communication in Public Secondary Schools in Kazakhstan: Understanding its Practice and Challenges

Abstract: The teaching of oral communication (OC)

Cited by 5 publications

References 21 publications

A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

The Application of Mobile-Enhanced Collaborative Learning Models on Oral Presentation Competence in Rural Area During Covid-19 Pandemic

Lack of Proficiency in English Language: Understanding the Circumstances among the Military Cadets

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