Techniques EFL Teachers use to improve students’ Oral Output Production: East Wollega Zone High schools in Focus
DOI:
https://doi.org/10.20372/star.v10i3.05Keywords:
Teaching Strategy, Oral Output, Oral Interaction, Oral ProductionAbstract
Research in this area has focused on how English as a Foreign Language (EFL) educators encourage student oral production in the classroom. The teachers at the East Wollega zone's high schools were the main subjects. The study was conducted throughout the academic year of 2020–21. A descriptive survey was the research method employed in the study. The researcher used a variety of sampling procedures, such as random sampling for schools, availability sampling for questionnaire samples, and selective sampling for grade levels. The researcher also selected a subset of the students and components to study using a random sampling strategy. Classroom observation and surveys of EFL educators and their students were part of this research. Analyses were conducted on the acquired data using both quantitative and qualitative methods. Thirty EFL instructors and fifty students participated in the study by way of classroom observation and a closed-ended questionnaire. We utilized quantitative and qualitative approaches to analyze the data, and we double-checked the results from each instrument. According to the study's results, English as a foreign language (EFL) instructors’ method for helping their students improve their oral output production fell short of both expectations and standards.
Downloads
Metrics
References
Alibakhshi, G., & Padiz, D. (2011). The effect of teaching strategic competence on speaking performance of EFL learners. Journal of Language Teaching and Research, 2(4), 941- 947.
Anderson, A., & Garrod, S. (1987). The dynamics of referential meaning in spontaneous dialogue: some preliminary studies. Communication failure in dialogue and discourse, 161-183, Amsterdam: Elsevier Science Publishers.
Berhanu, Bogale. (2000). Verbal interaction in group work. (Unpublished Ph. D thesis) Addis Ababa University, Ethiopia.
Brown, H. D. (2014). Principles of language learning & teaching, (6th edition) Pearson Education, ESL
Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. Researching pedagogic tasks. Second language learning, teaching and testing, 23-48.
Byrne, D. (1991). Teaching oral English. London: Longman.
Campillo, P. S. (2006). The use of circumlocution in the foreign language context. Porta Linguarum, 5, 7-15.
Chamot, A.U., 2005. Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112-130.
Crado, W.D. & Brewer, M.B. (2002). Principles and methods of social research, (2nd edition). New Jersey: Erlbaum Associates, Inc.
Dattalo, P. (2008). Determining Sample Size: Balancing Power, Precision, and Practicality. Oxford University Press, Oxford.
Dawit, T.A. & Demis, D. (2015). Causes of students’ limited participation in EFL classroom: Ethiopian public universities in focus. International Journal of Educational Research and Technology, 6(1), 74-89.
DeKeyser, R. M. (2001). Automaticity and automatization In P. Robinson, Cognition and Second Language Instruction, 125-151, Cambridge: Cambridge University Press.
Denscombe, M. (2007). The good research guide for small-scale social research projects (3rd edition). McGraw Hill, New York.
Fife-Schaw, C. (2006). Questionnaire Design. In Breakwell, G. M. et al. Research Methods in Psychology (3rd edition). London, Sage.
Gass, S. M. & Selinker, L. (2001). Second Language Acquisition: An Introductory Course, (2nd edition), Lawrence Erlbaum Associates, Inc. New Jersey.
Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Evidence-based nursing, 18(3), 66-67.
Hughes, R., & Reed, B. S. (2016). Teaching and researching speaking. Taylor & Francis.
Kennedy, R. (2007). In-class debates: Fertile ground for active learning and the cultivation of critical thinking and oral communication skills. International Journal of Teaching & Learning in Higher Education, 19(2), 183-190.
Khadidja, K. (2010). The effect of classroom interaction on developing the learner’s speaking Skill, (M.A thesis), Mentouri University.
Kid Sense (2017). https://childdevelopment.com.au/
Kothari, C. R. (2004). Research Methodology: Methods and Techniques, (2nd edition), New Delhi, New Age International P. Ltd.
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. London: Longman.
Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45, 214- 222.
Krosnick, J. A., Holbrook, A. L., Berent, M. K., Carson, R. T., Michael Hanemann, W., Kopp, R. J.,& Conaway, M. (2002). The impact of" no opinion" response options on data quality: non-attitude reduction or an invitation to satisfice?. Public Opinion Quarterly, 66(3), 371-403.
Kulas, J. T., Stachowski, A. A., & Haynes, B. A. (2008). Middle response functioning in Likert-responses to personality items. Journal of Business and Psychology, 22, 251-259.
Kumar, R. (2011). Research Methodology: A Step-by-Step Guide for Beginners. Sage Publications Ltd., London.
Leaver, B.L.& Stryker, S.B. (1989). Content-based instruction for foreign language classrooms. Foreign Language Annuls, 23(3), 269-275.
Long, M. (1996). The role of the linguistic environment in second language acquisition. Handbook of second language acquisition.
Long, M. H. (1980). Input, interaction, and second language acquisition. University of California, Los Angeles.
Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: the case of three selected secondary schools in Dawro zone, SNNPRS, Ethiopia. International Journal of Education, 10(2), 88-94.
Melaku, T. (2005). Implications of classroom interaction with reference to oral communicative focused tasks. (Unpublished M.A. thesis), Addis Ababa University, Ethiopia.
Meseret, G. (2007). Classroom interactional implication in teaching oral communication through the use of tasks. (Unpublished M.A. thesis), Addis Ababa University. Ethiopia.
Mukeredzi, T. G. (2013). Professional development through teacher roles: Conceptions of professionally unqualified teachers in rural South Africa and Zimbabwe. Journal of Research in Rural Education, 28(11), 1-16.
Mouhoub, A.A (2016). Investigating the Role of Oral Presentation Projects in Enhancing EFL Learners’ Oral Proficiency. (Unpublished M.A. thesis). Bejaia University, Algeria.
Muijs, D. (2004). Doing Quantitative Research in Education with SPSS, London: Sage
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89, 76-91.
Nguyet, A., & Mai, L. (2012). Teaching conversational strategies through video clips. Language education in Asia, 3(1), 32-49.
Nunan, D. 1992. Research methods in language learning. Cambridge, Cambridge University Press.
Neuman, W.L. (1992). Gender, race and age differences in student definitions of sexual harassment. Wisconsin Sociologist, 29, 63–75.
Peña, M., & Onatra, A. (2009). Promoting Oral Production through the Task-Based Learning Approach, A Study in a Public Secondary School in Colombia.
Raaijmakers, Q. A., Van Hoof, J. T. C., t Hart, H., Verbogt, T. F. M. A., & Vollebergh, W. A. (2000). Adolescents' midpoint responses on Likert-type scale items: neutral or missing values?. International Journal of Public Opinion Research, 12, 208-216.
Rastegar, M., & Gohari, S. S. M. (2016). Communication Strategies, Attitude, and Oral Output of EFL Learners: A Study of Relations. Open Journal of Modern Linguistics, 6, 401-419.
Salaria, N. (2012). Meaning of the term- descriptive survey Research method: International Journal of Transformations in Business Management, 1(6), 1-7.
Sánchez, S. N., et.al. (2016). Students’ preferences for communicative activities and teachers’ frequency of communicative activity use in Tijuana. Plurilinkgua, 12 (1), 15-33.
Sarantakos, S. (2005). Social Research (3rd edition). Palgrave Macmillan, London.
Sultana, R. (2015). The survey on using oral corrective feedback in ESL classroom in Bangladeshi context (Doctoral dissertation), BRAC University, Dhaka, Bangladesh.
Sundari, H. (2018). Analyzing Interaction Practices in a Typical EFL Classroom Setting: A Case of Indonesia. Language Education and Acquisition Research Network, 11(2), 181-192.
Swain, M. (1985). Communicative competence, Some roles of comprehensible input and comprehensible output in its development. Input in second language acquisition, 15, 165-179.
Tian, M. (2011). Communication strategy training: A step to strategic competence in L2 interaction. ABAC Journal, 31(3), 21-26.
Thomas, R. M. (2003). Blending qualitative and quantitative research methods in theses and dissertations. Corwin Press.
Tuan, L. T., & Nhu, N. T. K. (2010). Theoretical review on oral interaction in EFL classrooms. Studies in literature and language, 1(4), 29-48.
Villalobos, O. B. (2015). Action Research: Fostering Students’ Oral Production in the EFL Class. Revista de Lenguas Modernas, (23), 349-363.
Walliman, N. S., & Walliman, N. (2005). Your research project: a step-by-step guide for the first-time researcher. SAGE Publishers India Ltd.
Wright, T. (1987). Roles of Teachers & Learners, Oxford University Press, London.
Zhang, S. (2009). The Role of Input, Interaction and Output in the Development of Oral Fluency. English language teaching, 2(4), 91-100.
Downloads
Published
How to Cite
License
Copyright (c) 2021 Journal of Science, Technology and Arts Research
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
STAR © 2023 Copyright; All rights reserved
