SLA Classroom Research and EFL Teaching Practices of Oral Skills

Al-wossabi, Sami Ali Nasr

doi:10.17507/tpls.0611.01

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…Thus, they should be able to facilitate students to speak more. Otherwise, they would delay students' progress in speaking English as stated by Al-wassabi (2016). Besides, students learn from through their own personal experience (Richards & Rodgers, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…As mentioned by Kelch (2011), the causes of the problems are due to the insufficiency of training or lack of favorable circumstances to practice the CLT techniques, fewer skills and/or less selfconfidence in their own English abilities, and less time in their work programme to create communicative activities. Those statements are supported by Al-wassabi (2016) who mentioned that if the teacher failed to support students in their attempts to talk using the language they learn, this would eventually postpone present and future opportunities to speak the language. Shamsipour and Allami (2012) also added that teachers should be able to control their use of language because it would be as important as their ability to choose suitable teaching method they used to teach the students.…”

Section: Communicative Language Teaching (Clt)mentioning

confidence: 95%

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Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

2020

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The research had two objectives; 1) to explore teachers’ belief about the use of full English during learning activities, and 2) to determine the factors that affected the use of full English in teaching English to teach English to young learners. Embedded mixed method was used in this study. The quantitative data were gained by distributing 1 set of closed-response questionnaire item to 38 teachers of English who teach English at elementary schools in Palembang, a capital city of South Sumatera Province, Indonesia. Meanwhile, the qualitative data were gained from one-to-one in depth interview to 15 teachers of English who were willing to be interviewed. Students’ responses to each questionnaire item were analyzed by using descriptive statistics analysis by Employing SPSS program. Meanwhile, the qualitative data gained from the interview were analyzed by using thematic analysis. It was revealed from the study that first, teachers shared positive belief about the use of full English while teaching English in the class. Secondly, there are five factors that affected the use of full English during learning activities; 1) The English Proficiency of the teachers; 2) School Policy; 3) The homogeneous level of students’ language performance 4) Teacher’s classroom management skills and 5) Students’ attitude toward English.

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Section: Discussionmentioning

confidence: 99%

Section: Communicative Language Teaching (Clt)mentioning

confidence: 95%

Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

2020

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“…However, pronunciation and oral fluency are neglected. Al-wossabi (2016) assures that speaking skills are not given due priority or interest in many Saudi EFL classrooms. Although the course's objectives focus on developing speaking skills as one of the four language skills, they lack the realistic application that matches the students' needs and levels.…”

Section: The Problem Of the Studymentioning

confidence: 99%

Developing EFL Oral Communication Skills and Motivation through Vlogging

Sanad¹

2021

CDELT Occasional Papers in the Development of English Education

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It is necessary to exploit and include innovative advances into the learning process and use them effectively and creatively to present solutions to daily problems. This research has twofold aims: to assess the effectiveness of using vlogs in developing college students' oral communication skills, and to examine EFL college students' motivation to learn. The design includes one pre-post experimental group. The group sample consists of 166 students of humanities track enrolled in the preparation year ,department of English language at Imam Abdul-Rahman Bin Faisal University, KSA. They were pretested to determine their oral communication entry-level. They were also taught how to improve their oral communication skills through the sessions of the program. The test was repeated to assess the students' performance progress. Analysis of the results indicated that the use of vlogs had little effect in improving oral communication skills and motivation among EFL PYP learners.

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“…Many resources were used in designing this ELPT (e.g. Al-wossabi, 2016;Miley & Farmer, 2017;Stevens, et al, 2001;Wille, 2006). For marking the writing and speaking sections, two scoring rubrics were employed: One for the speaking correction and another one for the writing correction.…”

Section: Pre-post English Language Proficiency Test (Elpt)mentioning

confidence: 99%

“…Several resources were employed to design this program (e.g. Al-wossabi, 2016;Ferdous, 2013;Gaines, 2014;Guo, 2011;Shvidko, 2012;Tonoian, 2014).…”

Section: Five Phases Out-of-class Language Learning Program (Fpocllp)mentioning

confidence: 99%

Practising English through out-of-class language learning activities (OCLLA): EFL preparatory year students perspectives

Elshahawy¹

2020

jasl

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The current study investigated the insights and perceptions of the EFL preparatory year students at Al-Baha University in Saudi Arabia concerning improving their English language proficiency, namely, vocabulary and grammar learning, speaking skills, listening skills, reading skills, and writing skills, through out-of-class language learning activities. The instruments of the study were pre/post-English language proficiency skills test (ELPT) and the student's weekly reflective journals (SWRJ). The study participants were 100 male students aged 18 to 20 years old. The application of the study program, Five Phases Out-of-Class Language Learning Program (FPOCLLP) lasted for three months. Paired samples t-test and the effect size were employed to collect data for the quantitative analysis. Moreover, the student's weekly reflective journals were employed to get qualitative interpretations. The findings of the study indicated that the participants' English language proficiency skills were enhanced as a result of the study program application. Finally, the study identified some recommendations and suggestions based on its results for further future research.

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SLA Classroom Research and EFL Teaching Practices of Oral Skills

Cited by 4 publications

References 13 publications

Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

Developing EFL Oral Communication Skills and Motivation through Vlogging

Practising English through out-of-class language learning activities (OCLLA): EFL preparatory year students perspectives

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