Factors to Consider: Developing Adult EFL Students' Speaking Abilities

Kang, Seokhyeong

doi:10.1017/cbo9780511667190.028

Cited by 161 publications

(141 citation statements)

References 4 publications

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“…Most of EFL learners are stressed out in class (Liu, 2006) especially when they are called on to speak in class without any preparation. Shumin (2002) accentuates that if learners are too much nervous, they www.ccsenet.org/ells English Language and Literature Studies Vol. 6, No.…”

Section: Affective Factorsmentioning

confidence: 99%

Developing EFL Learner’s Speaking Ability, Accuracy and Fluency

Derakhshan¹,

Khalili²,

Beheshti³

2016

ELLS

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The significant care and the globalization of English have been caused broad demand for good English-speaking skills in various realms. The evidence manifested that some features of speaking abilities are amenable to instruction in the second or foreign language classroom (Derakhshan, Tahery, & Mirarab, 2015). In spite of the verified evidence in speaking, there are still debates over English as a Foreign Language (EFL) learners' speaking ability and approaches. Therefore, the present paper aimed to provide readers with interesting materials, empowering activities such as imitation, responsive, intensive extensive performance, transactional dialogue, and interpersonal dialogue to improve their speaking abilities. In addition, the EFL learners can boost their speaking ability by utilizing various instruments such as, role play, videos, flash cards, and graphs. Furthermore, this paper takes into account the significant components and keys to improve speaking competence accurately and fluently. To this goal, language teachers have vital roles in creating appropriate environment in the classroom that encourages both children and adults to firstly take part in classroom conversations and then, facilitate opportunities to keep doing it outside of the classroom. Thus, it is beneficial for both children and adults. Finally, this paper reviews some empirical studies to clarify the effectiveness of various methods and approaches to promote the speaking skill accurately and fluently.

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Section: Affective Factorsmentioning

confidence: 99%

Developing EFL Learner’s Speaking Ability, Accuracy and Fluency

Derakhshan¹,

Khalili²,

Beheshti³

2016

ELLS

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“…In order develop speaking proficiency, it is necessary to examine factors affecting adults learner oral communication and skill and strategies used in communication. Shumin (2002) mentions some factors that influence adults learner oral communication such as age or maturational constraints, aural medium that plays significant role in both speaking and listening process, sociocultural factors that affect a lot the language learned, and affective factors that influence language learners success and failure. In addition, he proposes interactions as the key the speaking functions of interactional and transactional.…”

Section: Speaking Skill For College Studentsmentioning

confidence: 99%

Pecha Kucha : A Way to Develop Presentation Skill

Widyaningrum

2016

Vis. J. Lang. Foreign Lang. Learn.

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This study is aimed at applying the adaptive Pecha Kucha technique to find out its effectiveness on students' explaining skill, one of the skills that should be mastered among ELT Department students. This study uses a Quasi-experimental with Randomized Control Group Pretest-Posttest. The two groups (experimental and control group) selected will be observed in which the experimental group is going to be taught how to use adaptive Pecha Kucha, while the control group will be asked to explore the traditional model of PPT presentation. The data are gained through observation, questionnaire, and comprehension test. The results show that the adaptive Pecha Kucha technique can develop students' explaining skill, performance and comprehension. With a good preparation and clear performance rule, the technique shows to be more effective than the common Power Point presentation. The data analysis of students comprehension shows that the t-statistics was 6.44, while the value of t-table with the significance level of 5% and the Df (Degree of Freedom) 18 was 1. 734. It could be said that the t-statistics is higher than t-table. It also proved that the hypothesis which say there is significant different of exploring adaptive Pecha Kucha technique than students' Power Point presentation is accepted. It showed that adaptive Pecha Kucha is really effective to do the presentation. Though, the students need more time and preparation, this technique is badly employed due to its effectiveness and to support the pre-service teachers' development.

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“…It can be said that students must develop an 'inner feeling' of the language in order to really master and understand it, and function within the context of the target language. Finally, Shumin (2002) points out:…”

Section: Resultsmentioning

confidence: 99%

“…Likewise, it is significant "not to treat errors in a punitive fashion or to belittle the students when they are working hard to communicate in a new language" (Bailey, 2005, p. 174). Other factors are also important when dealing with speaking in a language class, for example, age or maturational constraints, aural medium, sociocultural factors, affective factors (Shumin, 2002), reticence, dominance, learning styles, multi-level classes, and large classes (Bailey, 2005).…”

Section: Important Elements To Consider When Teaching Speakingmentioning

confidence: 99%

Action Research: Fostering Students’ Oral Production in the EFL Class

Villalobos

2015

RLM

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Speaking is a remarkable feature of human beings. People speak on a daily basis in order to communicate and exchange meaningful information. Therefore, the development of such ability in L2 students becomes very important. This study reflects upon the experience of using three speaking activities: 1-a role-play, 2-an interview and 3-speaking workstations to foster students' oral production in the EFL class (English as a Foreign Language). Additionally, the methodology and the action plan are addressed. Facilitated by action research, this study reports on the use and subtleties of these speaking activities. The effectiveness and implementation of these activities are also discussed in this paper. The relevance of these activities to the teaching of speaking constitutes one of the main findings of this paper. Finally, this research project was especially useful as it heightened awareness of the researcher's teaching beliefs.Key words: speaking, oral production, teaching, activities, EFL ResumenEl habla es una característica notable de los seres humanos. La gente habla a diario con el fin de comunicarse e intercambiar información significativa. Por lo tanto, el desarrollo de tal habilidad en los estudiantes que están aprendiendo una segunda lengua es muy importante. Este estudio reflexiona sobre la experiencia de usar tres actividades para hablar: 1-un juego de roles, 2-una entrevista y 3-estaciones de trabajo del habla para fomentar la producción oral de los estudiantes en una clase de ILE (Inglés como Lengua Extranjera). Adicionalmente, la metodología y el plan de acción son abordados. Con base en la investigación acción, este estudio informa sobre el uso y las sutilezas de estas actividades para hablar. La efectividad e implementación de estas actividades son también discutidas en este documento. Uno de los principales hallazgos de la investigación lo constituye la relevancia de estas actividades cuando se enseña la habilidad de hablar. Finalmente, este proyecto de investigación fue especialmente útil ya que acentúa la conciencia de las convicciones de enseñanza del investigador.

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Factors to Consider: Developing Adult EFL Students' Speaking Abilities

Cited by 161 publications

References 4 publications

Developing EFL Learner’s Speaking Ability, Accuracy and Fluency

Developing EFL Learner’s Speaking Ability, Accuracy and Fluency

Pecha Kucha : A Way to Develop Presentation Skill

Action Research: Fostering Students’ Oral Production in the EFL Class

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