Developing English Speaking Skills Through Simulation-based Instruction (original) (raw)
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Language knowledge requires not only an understanding of its grammar and vocabulary but also the ability to communicate appropriately in an effective communicative setting. One of the activities used to allow students to practice communication skills and gain fluency inside the classroom is simulation. Simulation provides a way of creating a communicative setting in which the student actively becomes a part of the real-world system. In the 2021-2022 academic year, teachers in the academic context were able to add some activities inside the classroom that were difficult to add in online lessons that were conducted for two years. In this study, simulation is used to improve learners" communicative abilities, including presenting facts in a grammatically accurate way to match the language used in the circumstance to create a situation that participants consider reliable. To conduct this study, the researchers used a
The Effect of Using Simulation Strategy in Developing English as a Foreign Language Speaking Skill
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Speaking skill acquisition is a necessity for communication. However, speaking English as a foreign language is not as easy as speaking English as a first language since practice opportunities are limited. This study tried to find out a technique of reinforcement that can help students; who study English as a foreign language; develop their speaking skills. This study investigated the effect of using simulation strategy in developing EFL speaking skills, with the assistance of using a telegram channel "Oxford Bookworms Collection" for PDF books with an audio version, to stimulate pronunciation, intonation and enrich vocabulary. The researchers used a quantitative approach with an experimental design to conduct this study by involving 50 students divided into two groups. 25 students as a control group and 25 students as an experimental group; both groups were from level 3 who were learning Listening and Speaking-3 course, major English, at College of Science and Arts (Muhay...
USING SIMULATIONS IN COMMUNICATIVE ENGLISH LANGUAGE TEACHING
Throughout the years, preparing the individuals for a demanding life and providing the society with socially and intellectually mature citizens have been one of the most important missions of schooling. Assuming this noble mission, educators have sought ways to fulfill the individual's need of being proficient enough to cope with the challenges of the world. In order to achieve this end, through the behaviorist reign, the learner has been regarded as a passive member of the classroom which is shaped by the holy dominance of the omnipotent instructor. But things have turned to a new dimension – the teacher is no longer " the sage on the stage " but the silent overseer in the back. Modern methodology fosters a shift from teacher-centered to student-centered and even student-generated approaches, leaving enough space for maneuver to the individual learner and laying emphasis on the power of self-instruction and responsibility for learning. The greatest emphasis of the instructional act should be placed on the students' exploration of their own attitudes and values. The practical part of this article will explore in detail the theoretical and the empirical dimensions of one of the most important basic active learning activities – simulations.
SIMULATION AS A KEY TO SUCCESSFUL ENGLISH LANGUAGE ACQUISITION IN AN EFL ARABIC-SPEAKING ENVIRONMENT
International Journal of Multidisciplinary Thought, 2018
Learning English in an 'English as a Foreign Language' (EFL) environment can be challenging given the lack of authentic communicative situations in such an environment. This paper reports on an innovative simulation methodology as a strategy to counteract this inherent obstacle for second language learners of English in an Arabic-speaking context and draws on research that has been conducted on aspects of the course over its 10-year lifespan. Conventionally, simulation is used as an activity or a teaching strategy for part of a course. However, this paper reports on a syllabus for a remedial course that is entirely based on simulation for the course content and as the course methodology. The paper first provides a theoretical grounding for the use of simulation methodology in a remedial language classroom at the tertiary level and then describes the context and specifics about the implementation of the simulation methodology. The paper concludes with a description of obstacles encountered over the 10 years the course has been in existence and how they were dealt with, as well as recommendations for successful implementation of such an innovative methodology for a remedial English language course in an EFL environment.
A. GANESAN, 2013
This paper chiefly focusses on the inadequacy of the traditional syllabus in infusing the language skills. The research paper is also an attempt to give an alternative Simulation Based Syllabus which is likely to fulfil the goals of the teaching/learning process. The prescribed syllabus in colleges invariably is provided with five short stories, five poems (anthology of prose, poetry and fiction) and five prose essays. However, these do not help adequately in the acquisition of English language and the requisite grammatical competencies. Therefore, the researcher decided to introduce a few activities to cater to the needs of the first generation rural learners. The introduction of simulations in classrooms presents a threat-free ambience which brings fairly good results in the acquisition of the Second Language and helps overcome the learners’ inhibitions. This paper primarily concentrates on the effectiveness of using simulations in the ESL context and to prove that this innovative technique fetches prolific results.
An Experimental Study of the Implementation of the Simulation Technique in Teaching Speaking
JELLT (Journal of English Language and Language Teaching), 2018
Based on observation, the writer identifies the following problems at the seventh grade students of SMPN 1 Samigaluh, the researcher found some factors that influence student's speaking skill. Thus, this study investigates about the simulation technique in the process teaching-speaking. It used an experimental design involving 32 students in the experimental group and control group. The instrument used was the speaking test (pre-test and post-test) that was given to both groups. The experimental group was given the treatment using simulation technique, while the control group used conventional teaching. Based on the result, the researcher calculate using SPSS that shows sig/p = 0.00. It was smaller than 0.05 (0.02< 0.05), so there is significant difference between students' speaking skills before and after using simulation to the seventh grade students of SMP N 1 Samigaluh in academic year 2017/2018. Moreover, the simulation technique could help them to improve their speaking ability.
Simulations in language teaching
System, 1984
The use of simulation for FLL has grown steadily in the last few years, particularly with the advent of 'communicative methodology'. However, many communicative activities used in FLL and dubbed with the label 'simulation' or 'role-play' bear no more than a passing resemblance to 'proper' (non-FLL-designed) simulations. Jones' book is therefore welcome on at least four accounts. It is the first one that addresses (at any length) the use of simulation in FLL; it deals with 'proper' simulation; it is written for first-time usersfor teachers starting to use the technique; and it is well organized on a chapter-to-chapter basis. The chapters are: 1. Why use simulations ?, 2. Choosing simulations for the language classroom, 3. Preparing for the simulation, 4. The simulation in action, 5. The follow-up, 6. Will the simulation work ?, 7. Assessing the result, 8. Simulations in teacher training. A ready-to-use simulation is included in Appendix A, and a summary of the book's main points is given in Appendix B. Rather than describe each chapter, I shall simply pick out some of the weak points in the book, in no particular order.
AN INVESTIGATION OF EFFECTIVENESS OF SIMULATION IN DEVELOPING ORAL SKILLS: A CASE STUDY
Abstract One of the foremost challenges that confront English language teachers is the use of innovative and practical teaching techniques to make their students learn effectively and efficiently. Much research has offered deep insights into the fact that the power of simulation can transpose the normal classroom into an authentic setting where language skills can be taught under more realistic conditions. The rationale and purpose behind this research study was to implement this modern technique of simulation in English language teaching to freshman students of pharmacy. The sample of this study comprised of the whole population of freshman pharmacy students at Taif University. The experimental group was taught by using integrated simulation activities in their English language classes. The control group was taught without this innovation. The pre-intervention and post-intervention scores have been analyzed that have clearly reported that the experimental group out-performed the control group in their oral communication. But the results of both the groups in their listening skills quizzes have not showed significant differences. The research suggests that ELT faculty members should use this innovative teaching technique especially in their oral communication classes. Keywords: Simulation, role play, innovation, oral skills
This paper describes the design and implementation of the Company Simulation, offered as an experiential, communicative, student-centered and task-based project in the English language course for students of business informatics and e-business at the Belgrade Business School. In Languages for Specific Purposes, simulations are seen as a viable action-based solution to the challenging requirements of new globalized contexts of learning and working. The integrated acquisition of linguistic and subject matter competences and skills via purposeful and meaningful interactions in activities designed to replicate real-world professional tasks has shown to raise students' interest, engagement and investment in their work.