Self-Image Improvement and Iranian EFL Learners’ Oral Performance: Effects on Complexity, Accuracy, and Fluency

Alimorad, Zahra; Yazdani, Shiva

doi:10.17323/jle.2020.9772

Cited by 2 publications

(3 citation statements)

References 40 publications

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“…Regarding to this Alimorad & Yazdani (2020) recommended that in order to communicate successfully in English learners should possess a fair level of oral pro ciency. The students in the context of this research should t the ideas recommended by Alimorad & Yazdani (2020). The second identi ed factor was teacher's oriented problem.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes: The Case of selected Five Woredas Secondary Schools in Kafa Zone

Bulbula

Fayisa²,

Bulti³

et al. 2022

Preprint

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Communication capacity (Speaking skill) in English in language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. The participants were 523 students included using simple random sampling technique and 30 EFL teachers using availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The result showed that EFL teachers were not using different techniques of teaching English speaking skill, and they were not making sustainable follow up on how learners perform. They also apply teacher centered method than learner’s method. Learners faced challenges from mother tongue influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student related problem like disinterested to be involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well- equipped English mini-media and bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes: The Case of selected Five Woredas Secondary Schools in Kafa Zone

Bulbula

Fayisa²,

Bulti³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Regarding to this Alimorad recommended that in order to communicate successfully in English learners should possess a fair level of oral proficiency [20]. The students in the context of this research should fit the ideas recommended by Alimorad [20]. The second identified factor was teacher's oriented problem.…”

Section: Do the Students Get Exposure In The School Compound And Out ...mentioning

confidence: 90%

“…Low level of confidence and lack of lexical knowledge were also another students oriented problem challenged the teacher, and this problem led learners to shift the medium of instruction from English language to their mother tongue (L1) and unwillingness to participate in group work and doing another issues out of the topic given to them while they are ordered to perform group work in English. Regarding to this Alimorad recommended that in order to communicate successfully in English learners should possess a fair level of oral proficiency [20]. The students in the context of this research should fit the ideas recommended by Alimorad [20].…”

Section: Do the Students Get Exposure In The School Compound And Out ...mentioning

confidence: 91%

Ethiopian EFL teachers’ classroom practice and learners’ view on teaching and learning English speaking skill

Bulbula,

Neme,

Alemu

et al. 2023

IJELE

View full text Add to dashboard Cite

Communication capacity (Speaking skill) in English language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. There were 523 students included using a simple random sampling technique and 30 EFL teachers using an availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The results showed that EFL teachers were not using different techniques to teach English speaking skills, and they were not making sustainable follow-ups on how learners performed. They also apply the teacher-centered method rather than the learner’s method. Learners face challenges from their mother tongue's influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student-related problems like being disinterested in being involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well-equipped English mini-media, and the bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.

show abstract

Self-Image Improvement and Iranian EFL Learners’ Oral Performance: Effects on Complexity, Accuracy, and Fluency

Cited by 2 publications

References 40 publications

Exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes: The Case of selected Five Woredas Secondary Schools in Kafa Zone

Exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes: The Case of selected Five Woredas Secondary Schools in Kafa Zone

Ethiopian EFL teachers’ classroom practice and learners’ view on teaching and learning English speaking skill

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