Improving Speaking Skills Through Instruction in Oral Classroom Participation

Tsou, Wen-Li

doi:10.1111/j.1944-9720.2005.tb02452.x

Cited by 71 publications

(54 citation statements)

References 26 publications

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“…In Swain & Lapkin (1998) the communicative undertakings which involved learners significantly improved student learning. In addition, Tsou (2005) conducted an experimental study through questionnaires, tests and participation turns in a Taiwanese university. Both qualitative and quantitative data showed that engagement and interaction through communicative activities improved the treatment group's language skills especially speaking skills.…”

Section: Empirical Evidencementioning

confidence: 99%

Making Communicative Language Teaching Work in Pakistan

Panhwar¹,

Baloch²,

Khan³

2017

IJEL

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This paper examines communicative language teaching (CLT) and its significance in terms of language teaching and learning. The actual purpose of the paper is to explore the causes of failure of CLT in Pakistan and other developing countries in order to suggest the ways to make it successfully effective in the context. It is found that contextual problems such as overuse of traditional methods of teaching such as lecturing and large classes always come into clash with the use of CLT in the developing countries such as Pakistan because CLT is in fact a method developed and used in the developed countries where the contextual issues found in the educational institutes are rare as compared to developing countries.

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Section: Empirical Evidencementioning

confidence: 99%

Making Communicative Language Teaching Work in Pakistan

Panhwar¹,

Baloch²,

Khan³

2017

IJEL

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“…However, there are limited opportunities to speak English or listen to a speech in English in countries where it is not an official language (Hwang et al, in press;Hwang & Shadiev, 2014). According to Cheon (2003) and Tsou (2005), in countries of the Asia-Pacific region such as South Korea, Japan, and Taiwan, reading and writing are emphasized far more than listening and speaking, particularly in elementary schools. Several factors lead to this lack of oral and listening practice, including the absence of an English context to stimulate speaking and listening, the instructors' lack of confidence, or the deficiency of good spoken English examples, and excessive dependence upon traditional teaching techniques.…”

Section: Introductionmentioning

confidence: 99%

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Hwang¹,

Huang

Shadiev

et al. 2014

AJET

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This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language proficiency was also explored. It was found that students had positive perceptions and intentions toward learning activities; thus, students were motivated to practice English skills more when using a mobile learning system. The results demonstrated how students' speaking and listening skills practices using mobile devices had different correlations depending on their proficiency levels. For example, listening diversity, defined as the number of other classmates a student listened to, was found to have an inverse correlation with speaking and listening proficiency. This finding does not support previous research and indicates that students who carefully selected their listening partners performed better than those who did not. It was further found that the better students performed in English learning, the fewer partners they would choose. EFL instructors can use the insights of this study to design more effective language learning activities for students using mobile devices.

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“…As Krupa-Kwiatkowski (1998, p.133) claimed, 'interaction involves participation, personal engagement, and the taking of initiative in some way, activities that in turn are hypothesized to trigger cognitive processes conducive to language learning'. Since oral participation is the most observable behavior, much research has focused on it and its relationship with students' English proficiency or performance (Ely, 1986;Liu & Jackson, 2008;Spada, 1986;Swain, 1985;Tsou, 2005).…”

Section: Language Class Risk-taking and Sociabilitymentioning

confidence: 99%

Predicting Effects of Personality Traits, Self-esteem, Language Class Risk-taking and Sociability on Chinese University EFL Learners' Performance in English

Li¹

2012

JSLTR

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Although the interactive effects of different variables in language learning have increasingly become the focus of recent research, the interaction of such variables as personality traits, self-esteem, language class risk-taking and sociability has not been much investigated.Hence, the present study explored the predicting effects of these variables on Chinese EFL learners' performance in English at the tertiary level. A 68-item survey involving 934 firstyear undergraduate non-English majors revealed that: (1) the majority were moderately extroverted, moderately inclined to anxiety and fears, and moderately prone to be influenced by social desirability but tended to be dependent and gentle; the participants were moderately satisfied with themselves and believed they were good and worthy; and the majority were moderately risk-taking and sociable in English class, (2) personality traits, selfesteem, language class risk-taking and sociability were generally significantly correlated with one another and with the students' performance in English, and (3) overall self-esteem, language class risk-taking, language class sociability, and two personality variables -P (psychoticism) and L (lie) proved to be powerful predictors for the students' performance in English. As such, personality traits, self-esteem, language class risk-taking and sociability are important factors affecting language learning outcomes.

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Improving Speaking Skills Through Instruction in Oral Classroom Participation

Cited by 71 publications

References 26 publications

Making Communicative Language Teaching Work in Pakistan

Making Communicative Language Teaching Work in Pakistan

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Predicting Effects of Personality Traits, Self-esteem, Language Class Risk-taking and Sociability on Chinese University EFL Learners' Performance in English

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