Reflections on Teaching Speaking for EFL Students in an Online Environment (original) (raw)
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EFL SPEAKING PRACTICE IN DISTANCE LEARNING DURING THE CORONAVIRUS PANDEMIC 2020-2021
International Journal of Research -GRANTHAALAYAH, 2021
Students at languages and translation departments at Saudi universities take listening and speaking courses. Before the pandemic, the students used to complete the activities in the textbooks which required them to engage in many real-life, face-to-face individual and/or collaborative small-group activities in the classroom such as role-playing, dramatization, inviting a guest, conducting interviews and others. However, due to the Coronavirus Pandemic, there was an emergency shift to distance learning at Saudi universities starting March 2020 onwards, where all courses are being delivered online. Several platforms are being usedin distance educationsuch asBlackboard, Zoom, Microsoft Teams and others. The current study explores the types of online speaking activities that a sample of college instructors at some language and translation departments are currently using in distance education and how they engage students online in the absence of face-to-face activities, interaction, and communication. Survey results showed that EFL college instructors are using a variety of online speaking activities such as: (i) assigning a topic which the students research and prepare at home and then give an online oral presentation about it online through the platform; (ii) using online debates about some issues;(iii) answering problem-solving questions;(iv) student-created podcast on a topic of their choice and publishing them in a Speaking Center on Twitter; (v) combining listening and speaking activities; (vi) using Vicaroo, a free online audio recording creator to record conversations and presentations; (vii) using the Kahoot app and others. Students and instructors’ views on the effects of the online speaking activities on students’ speaking skill development in the distance learning environment are reported.
THE IMPORTANCE OF ORAL LANGUAGE PROFICIENCY IN EFL ONLINE TEACHING SETTING
Prizren Social Science Journal , 2020
English language, as an international language has been used in North Macedonia as a foreign language in schools for a considerable amount of time now. English teachers have tried to convey new ways of teaching this language, furthermore adapting to the main four skills in a meticulous manner. However recently, all of the teachers, were confronted with a worldwide pandemic situation which shaped a different scenario of teaching. A different mechanism that all of the teachers are getting used to, which is online education. The purpose of this study is to analyze how effective was teaching English online for the pupils oral proficiency, whilst communication in English language was limited. Videoconferencing and converting lessons into videos and send them as documented evidence, were two of the main tools mostly used from teachers in schools in Gostivar. The methodology used for this research was qualitative, and it uses two instruments, an observation, and an interview. The overall study results show that, even though pupils showed improvement in EFL (English as a foreign language) oral proficiency, since the materials used to lecture online where persuasive; some students also had difficulties learning autonomously, without depending on the teachers help. Furthermore, according to the interview responses, the appropriate and detailed lesson planning, helps in combining activities which would emphasize speaking more in online teaching classes.
Internantional Mennisota Jprnal for Academic Studies, 2024
The primary aim of this study was to investigate the impact of online oral presentations on the development and enhancement of productive skills among undergraduate students studying English as a Foreign Language (EFL). The study also aimed to investigate the importance of synchronous online discussions on enhancing productive skills in foreign language online classrooms. Data was collected via an online questionnaire and statistically analyzed with JASP statistics software. 71 distance EFL undergraduate students at Minnesota Islamic University aged 19-24 participated in this study. The findings revealed that EFL distance learners derived substantial benefits from online oral presentations. These benefits manifested in terms of overcoming their apprehension towards speaking and experiencing noteworthy improvements in various language skills, including pronunciation and public speaking and well-organized writing topics.
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Learning language skills such as speaking, which is emphasized by practicing a lot, should also adjust to the online learning platform. This paper is then intended to portray how EFL learners perceive online learning to learn and improve their speaking skills. The study was done by administering an online questionnaire survey to forty-six students of UIN Sayyid Ali Rahmatullah Tulungagung who attended Speaking for Daily Interaction Subject. This study revealed that Google meet is the most helpful learning application for online speaking classes, but attending offline classroom meetings is preferable to improve their speaking skills. Although there are some challenges, such as feeling insecure, less social contact with practicing speaking, and a bad internet connection, they claim that their skills of using a daily expression in English are getting improved through using appropriate online learning applications taught by an effective teacher. The portrait of the effective teacher of ...
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Asian Social Science, 2013
Communicating orally in a second or foreign language such as English can be a difficult task especially for the low proficiency learners as they may lack the confidence and feel shy and apprehensive when interacting verbally in the target language. This may hold them back from expressing themselves vocally though they are fully aware that in order to be fluent in the target language, they need to practise speaking not only in the classroom but also outside the classroom. This paper discusses the use of an asynchronous online discussion forum (AODF) as a communication tool to assist the low proficiency ESL learners to build their confidence and practise using the target language orally. As an online discussion forum, the Multimedia Enhance Discussion Forum (MEDiF) was specifically designed to be used by a selected group of low proficiency ESL learners at tertiary level for one academic semester. This online forum allows the learners to audio and video-record their discussions, listen to the recorded discussions and respond to their friends' ideas and opinions. Interviews and observations of the discussions on the MEDiF were conducted to gather data. The findings generally indicate positive responses from the ESL learners although there were also some obstacles faced by them while utilizing the MEDiF.
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The purpose of this research is to describe the challenges faced by high school English teachers in teaching and evaluating during online learning during the Covid-19 pandemic.The method used in this research is descriptive qualitative research. The researcher used observation, an open-ended questionnaire, and an interview to collect the data. The result showed that the teachers face some challenges in teaching speaking and assessing speaking in online learning. First, limited or shorter duration of teaching causes less speaking practice in the process of teaching and learning. Second, limited access to the online platform, this condition happened since not all students have sufficient internet connections during online learning. Third, less learning motivation from the students. Fourth, limited speaking performance activities, such as dialogue, role play, and other performing activities, are difficult to do in online learning. Those problems forced teachers to be innovative in rede...
Identifying difficulties in teaching foreign language speaking in the online environment
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The digital transformation of education has been causing dramatic changes in the organization and curriculum of the educational process. The problem of mastering foreign language speaking skills by university students in distance learning format has been attracting growing attention in academic circles worldwide. In addition to the technical difficulties faced by the stakeholders of the online learning process, there has been an increasing focus on other related factors, including psychological barriers and emerging interaction patterns in both student-student communication and teacher-student communication. In this paper, the authors will identify the difficulties faced by the students who learn speaking skills online. A survey was conducted among students of technical specialties of the NUST MISIS University. The survey involved 16 students who were studying English online. The conducted experiment revealed several types of psychological difficulties that arise while learning to s...
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The COVID-19 pandemic has an impact on all sectors, especially in the education field. It caused many countries to close down the schools of all stages to curb the spread of the virus. The teachers and students have to abandon their face-to-face classrooms and adapt to the implementation of online learning. Thus, the teachers were challenged to carry out online learning during this pandemic. Within this context, this research aims to investigate the online learning of Speaking Skills for seventh graders of UPT SMPN 25 Gresik. In this qualitative research, an EFL teacher of UPT SMPN 25 Gresik became the subject of the observation. The instruments used in this research were observation sheets and field notes. The result of the observation showed that the teacher in the seventh grade of UPT SMPN 25 GRESIK has carried out the online learning of speaking well through a series of activities that could stimulate students' attention. The research outcome is expected to encourage other E...
Effect of Using Internet Tools on Enhancing EFL Students' Speaking Skill
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This quasi-experimental study aimed to examine the effect of using shared online oral diaries on the EFL Saudi First year university students’ speaking proficiency. It used one male and one female EFL Saudi First year university students classroom sections to represent the experimental group and one male and one female classroom sections to represent the control group. An equivalent speaking proficiency test, developed by the researcher, was applied on the control and the experimental groups before the study started to ensure their equivalence; and was also used as a post-test. The results of the post-test revealed significant differences between the mean scores of the experimental group and the mean scores of the control group in favor of the experimental group.
Jurnal Pendidikan Bahasa: JPB, 2022
Menggabungkan persepsi positif dan negatif dari teori Robbins (2002) dan konsep keterlibatan siswa yang dipelopori oleh JA Fredericks (2004) dan Gibbs (2010), penelitian ini membahas persepsi siswa dan guru tentang penggunaan platform pembelajaran online. berdasarkan keterlibatan siswa di kelas berbicara dan apakah siswa dapat terlibat secara aktif dalam aspek perilaku, kognitif, dan emosional selama proses pembelajaran. Dilakukan dengan pendekatan kualitatif deskriptif, penelitian ini memperoleh data dari mahasiswa yang berpartisipasi dalam kelas berbicara 1 dan kelas berbicara 3 di STKIP PGRI Jombang, UNWAHA, and IAIN Kudus. Dengan memberikan angket dan wawancara kepada mahasiswa dan dosen. Hasil penelitian menunjukkan bahwa keterlibatan perilaku siswa pada akhirnya tinggi, namun keterlibatan kognitif dan emosional mereka tidak positif secara signifikan dalam beberapa aspek. Oleh karena itu, ini berkontribusi pada pemahaman tentang berbagai aspek kelas berbasis web dan keterlibatan siswa EFL di kelas berbicara virtual.