Öz
In the current study, the researcher investigated improving EFL learners’ speaking performances using communicative activities. The design of the study was classroom action research. The researcher followed a quantitative method in this study. A Ph.D. student in the ELT department as the teacher-researcher and 40 second-year EFL students enrolled in the ELT program participated in this study. To select participants, the researcher used convenience sampling. The teaching and learning process of the study consisted of ten cycles that were carried out in ten weeks. Each cycle included four stages: planning, action, observation, and reflection. Different instruments such as English-speaking tests, lesson plans, observation checklists, the rubric of speaking, and questionnaires were used for collecting data. To calculate mean scores of the pre-test and post-test scores and to find any significant differences between the two tests descriptive statistics and Wilcoxon signed-ranked tests and to find inter-rater reliability among three raters for two tests, the researcher used the Interclass Correlation Coefficient test. The findings revealed the effectiveness of the interventions and communicative activities in the speaking classes. Statistically, significant differences were found in EFL learners’ perceptions of their speaking ability, performances, classroom participation, anxiety level, willingness to speak, and self-esteem. Overall, students favored activities that provided a competitive classroom environment and led to a high level of classroom participation. The results indicated the effectiveness of speaking classes, because students were significantly more satisfied with their speaking ability after the interventions. Students’ perceptions and attitudes about their interactional skills were chenged significantly after the study.
Anahtar Kelimeler
Communicative activities Action research Speaking performance Perception Communicative language teaching
Kaynakça
- Al-Garni, S. A., & Almuhammadi, A. H. (2019). The effect of using communicative language teaching activities on EFL students’ speaking skills at the University of Jeddah. English Language Teaching, 12(6), 72-86.
- Andrade, A., Pereira, S., & Tolo, A. (2018). Teaching speaking by using communicative approach to second year students of lower secondary school oecusse. Journal of Innovative Studies on Character and Education, 2(1), 84-92.
- Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-social and behavioral sciences, 2(2), 1305-1309. https://doi.org/10.1016/j.sbspro.2010.03.191
- Crookes, G. (1993). Action research and second language teachers: Going beyond teacher research. Applied Linguistics, 14, (130-144).
- Hui, Li. (2011). Improving students’ speaking skill through content-based instruction. (A classroom action research in the second-grade students of business English department of CSV&TC, China in the academic year of 2010/2011 [M.A., Sebelas Maret University, Indonesia].
- Indrianty, S. (2016). Students’ anxiety in speaking English (A case study in one hotel and tourism college in Bandung). Eltin Journal, Journal of English Language Teaching in Indonesia, 4(1). http://ejournal.stkipsiliwangi.ac.id/index.php/eltin/article/view/337/258
- Jondeya, R. S. (2011). The effectiveness of using information gap on developing speaking skills for the eighth graders in Gaza governorate schools [Unpublished Dissertation. Al-Azhar University, Egypt]. https://library.iugaza.edu.ps/thesis/96013.pdf
- Kemmis, S. (2009). Action research as a practice-based practice, Educational Action Research, 17(3), 463474.
- Kethongkum, W. (2005). The effect of using English supplementary materials on developing listening and speaking competence of the third year vocational level students in tourism and hotel section at Premruetai administration technology school [ Master’s Project, Srinakharinwirot University, Bangkok, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Kethongkum_W.pdf
- Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285.
- MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A casual analysis. Communication Research Reports, 11, (135-142).
- Nanthaboot, P. (2012). Using communicative activities to develop English speaking ability of mathayomsuksa three students. [M.A., Srinakharinwirot University, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Pranee_N.pdf
- Noom-Ura, S. (2008). Teaching listening speaking skills to Thai students with low English proficiency. Asian EFL Journal, 10, No. 4, (173-192). http://www.asian-efl-journal.com/ _08_sna.php
- Oxford, R. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58-67). Cambridge University Press.
- Phisutthangkoon, K. (2012). The use of communicative activities to develop English speaking ability of first year diploma vocational students [M.A., Srinakharinwirot University, Bangkok, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Kittiya_P.pdf
- Phuphanpet, U. (2004). The effect of using oral activities to develop English speaking ability of the first certificate vocational students [M.A., Srinakharinwirot University, Bangkok, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Phuphanpet_U.pdf
- Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press. Tait, S. (2001). Ingredients for successful communicative tasks. Paper teaching. Oxford University Press.
- Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationship and competence beliefs. Journal of School Psychology, 44, (331-349).
- Uztosun, M. S. (2013b). The role of student negotiation in improving the speaking ability of Turkish university EFL students: An action research study. [Doctoral thesis. University of Exeter, UK]. https://ore.exeter.ac.uk/repository/bitstream/handle/10871/10728/UztosunM.pdf?sequence=2&is Allowed=y
- Wan Yu, C. (2010). Taiwanese elementary students’ motivation and attitude toward learning English village program in Kaohsiung county [ Ed.D. Dissertation, Alliant International University, USA]. https://eric.ed.gov/?id=ED523748
- Watamni, K., & Gholami, J. (2012). The effect of implementing information-gap tasks on EFL learners’ speaking ability. Mjal, 4(4), 267-283. Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press. Zhang, X., & Head, K. (2010). Dealing with learner reticence in speaking class. ELT Journal, 64(1), 1-9.
İletişimsel Etkinliklerin İngilizce Öğrenenlerin CLT Sınıfındaki Konuşma Performansları Üzerindeki Etkileri
Öz
Bu çalışmada araştırmacı, iletişimsel etkinlikleri kullanarak İngilizce öğrenenlerinin konuşma performanslarının iyileştirmesini araştırdı. Araştırmanın tasarımı sınıf eylem araştırmasıdır. Araştırmacı bu çalışmada nicel bir yöntem izlemiştir. ELT bölümündeki bir doktora öğrencisi öğretmen-araştırmacı olarak ve ELT programına kayıtlı ikinci sınıf İngilizceyi yabancı dil olarak öğrenen 40 öğrenci bu çalışmaya katılmıştır. Araştırmacı, katılımcıları seçmek için kolay örnekleme yöntemini kullanmıştır. Araştırmanın öğretme ve öğrenme süreci, on hafta içinde gerçekleştirilen on döngüden oluşmaktadır. Her döngü dört aşamadan oluşuyordu: planlama, eylem, gözlem ve yansıtma. Veri toplamak için İngilizce konuşma testleri, ders planları, gözlem kontrol listeleri, konuşma talimatı ve anketler gibi farklı araçlar kullanılmıştır. Araştırmacı, ön test ve son test puanlarının ortalama puanlarını hesaplamak ve iki testin arasında anlamlı bir fark olup olmadığını bulmak için betimsel istatistikleri ve Wilcoxon işaretli sıralı testler ve iki test için üç puanlayıcı arasında puanlayıcılar arası güvenirliği bulmak için Sınıflar Arası Korelasyon Katsayısı testi kullanılmıştır. Bulgular, konuşma sınıflarındaki müdahalelerin ve iletişimsel etkinliklerin etkililiğini ortaya koymuştur. İstatistiksel olarak, İngilizce öğrenenlerin konuşma kabiliyetleri, performansları, sınıfa katılımları, kaygı düzeyleri, konuşmaya isteklilikleri ve özgüvenlerine ilişkin algılarında önemli farklılıklar bulundu. Genel olarak, öğrenciler rekabetçi bir sınıf ortamı sağlayan ve yüksek düzeyde sınıf katılımına yol açan etkinlikleri tercih ettiler. Sonuçlar, konuşma derslerinin etkililiğini ortaya koydu, çünkü müdahalelerden sonra öğrenciler konuşma yeteneklerinden önemli ölçüde memnun kaldılar. Öğrencilerin etkileşim becerilerine ilişkin algıları ve tutumları çalışmadan sonra önemli ölçüde değişmiştir.
Anahtar Kelimeler
İletişim etkinlikleri Eylem araştırması Konuşma performansı Algı İletişimsel dil öğretimi
Kaynakça
- Al-Garni, S. A., & Almuhammadi, A. H. (2019). The effect of using communicative language teaching activities on EFL students’ speaking skills at the University of Jeddah. English Language Teaching, 12(6), 72-86.
- Andrade, A., Pereira, S., & Tolo, A. (2018). Teaching speaking by using communicative approach to second year students of lower secondary school oecusse. Journal of Innovative Studies on Character and Education, 2(1), 84-92.
- Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-social and behavioral sciences, 2(2), 1305-1309. https://doi.org/10.1016/j.sbspro.2010.03.191
- Crookes, G. (1993). Action research and second language teachers: Going beyond teacher research. Applied Linguistics, 14, (130-144).
- Hui, Li. (2011). Improving students’ speaking skill through content-based instruction. (A classroom action research in the second-grade students of business English department of CSV&TC, China in the academic year of 2010/2011 [M.A., Sebelas Maret University, Indonesia].
- Indrianty, S. (2016). Students’ anxiety in speaking English (A case study in one hotel and tourism college in Bandung). Eltin Journal, Journal of English Language Teaching in Indonesia, 4(1). http://ejournal.stkipsiliwangi.ac.id/index.php/eltin/article/view/337/258
- Jondeya, R. S. (2011). The effectiveness of using information gap on developing speaking skills for the eighth graders in Gaza governorate schools [Unpublished Dissertation. Al-Azhar University, Egypt]. https://library.iugaza.edu.ps/thesis/96013.pdf
- Kemmis, S. (2009). Action research as a practice-based practice, Educational Action Research, 17(3), 463474.
- Kethongkum, W. (2005). The effect of using English supplementary materials on developing listening and speaking competence of the third year vocational level students in tourism and hotel section at Premruetai administration technology school [ Master’s Project, Srinakharinwirot University, Bangkok, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Kethongkum_W.pdf
- Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285.
- MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A casual analysis. Communication Research Reports, 11, (135-142).
- Nanthaboot, P. (2012). Using communicative activities to develop English speaking ability of mathayomsuksa three students. [M.A., Srinakharinwirot University, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Pranee_N.pdf
- Noom-Ura, S. (2008). Teaching listening speaking skills to Thai students with low English proficiency. Asian EFL Journal, 10, No. 4, (173-192). http://www.asian-efl-journal.com/ _08_sna.php
- Oxford, R. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58-67). Cambridge University Press.
- Phisutthangkoon, K. (2012). The use of communicative activities to develop English speaking ability of first year diploma vocational students [M.A., Srinakharinwirot University, Bangkok, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Kittiya_P.pdf
- Phuphanpet, U. (2004). The effect of using oral activities to develop English speaking ability of the first certificate vocational students [M.A., Srinakharinwirot University, Bangkok, Thailand]. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Phuphanpet_U.pdf
- Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press. Tait, S. (2001). Ingredients for successful communicative tasks. Paper teaching. Oxford University Press.
- Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationship and competence beliefs. Journal of School Psychology, 44, (331-349).
- Uztosun, M. S. (2013b). The role of student negotiation in improving the speaking ability of Turkish university EFL students: An action research study. [Doctoral thesis. University of Exeter, UK]. https://ore.exeter.ac.uk/repository/bitstream/handle/10871/10728/UztosunM.pdf?sequence=2&is Allowed=y
- Wan Yu, C. (2010). Taiwanese elementary students’ motivation and attitude toward learning English village program in Kaohsiung county [ Ed.D. Dissertation, Alliant International University, USA]. https://eric.ed.gov/?id=ED523748
- Watamni, K., & Gholami, J. (2012). The effect of implementing information-gap tasks on EFL learners’ speaking ability. Mjal, 4(4), 267-283. Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press. Zhang, X., & Head, K. (2010). Dealing with learner reticence in speaking class. ELT Journal, 64(1), 1-9.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Dil Çalışmaları (Diğer) |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Mart 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 11 Sayı: 1 |
