Journal articles on the topic 'Communicative Language Teaching (CL T)'
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Hengki, Hengki, Baso Jabu, and Kisman Salija. "The Effectiveness of Cooperative Learning Strategy through English Village for Teaching Speaking Skill." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 306. http://dx.doi.org/10.17507/jltr.0802.12.
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This study has five main purposes (1) to investigate the effectiveness of Cooperative Learning (CL) strategy through English Village (EC) for teaching speaking in communicative language function (2) to investigate the effectiveness of teaching speaking in transactional language function (3) to know the significance change on self confidence after being taught through English Village EV using CL strategy. (4) to know the significance change on self interest (5) to know the significance change on self regulation. The study was experimental by using one-group pretest-posttest design. The target population of this study was, in fact, is all students of English education department of private university or colleges in Indonesia. However, while the accessible population was only students of English department at the Islamic university of Kalimantan. The result of dependent t-test turned out to confirm that CL strategy through EV is effective to teach speaking skill for both, communicative and academic language function. The result of Wilcoxon test turn out to confirm that CL strategy through English is in significance change of the students’ internal factors.
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Astuti, Puji, and Jayne C. Lammers. "MAKING EFL INSTRUCTION MORE CLT-ORIENTED THROUGH INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 2 (July 9, 2017): 236. http://dx.doi.org/10.15639/teflinjournal.v28i2/236-259.
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This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how activities involved in individual accountability, i.e., individual students’ performance(s) and peer interaction, can accommodate the teaching of the four language skills and components. We argue that these activities promote learners’ use of and meaning making in English and thus recommend teachers, especially those new to CL, follow the procedure of CL techniques exactly as described so that language learning in their classrooms goes in the direction of attaining improved communicative competence—the goal of CLT.
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Molla, Nur Laila. "Communicative Language Teaching (CLT) Approach Towards Speaking Ability." English Focus: Journal of English Language Education 2, no. 1 (September 3, 2019): 10–24. http://dx.doi.org/10.24905/efj.v2i1.50.
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Communicative Language Teaching (CLT) is a way to deal with the educating of second and unknown dialects that emphasis on cooperation as both the methods and the last objective of learning a language. Targets are (1) to discover Effectiveness of CLT Approach in Improving Speaking Ability. (2) huge contrasts between students who are instructed by CLT and not. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. Population is eighth grader students in Junior High School 1 Tegal. Research uses cluster random sampling with two group design (experiment group and control group). Data was broke down utilizing a t-test, score of the t-test is 2.744. Score of t-table is at 5% level importance and on level of 62 is 1.670, t-test result is higher than t-table (2.744>1.670). t-test hypothesis is rejected, and t-table hypothesis is accepted. CLT improve speaking capability.
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Wirag, Andreas, Yunong Li, and Bin Zhang. "Applying cognitive linguistics to foreign language teaching and learning." Cognitive Linguistic Studies 9, no. 2 (December 15, 2022): 185–201. http://dx.doi.org/10.1075/cogls.21010.wir.
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Abstract The discipline of Applied Cognitive Linguistics is a recent, still emerging framework, which is situated at the interface of Cognitive Linguistics (CL) and Applied Linguistics research (Pütz, Niemeier & Dirven 2001a, 2001b). At its core, Applied CL is concerned with the use of CL models, theories, or concepts for L2 teaching and learning, where it aims to create effective teaching methods, activities, or materials. Owing to its more recent origin in the 1990s/2000s, a lively metadisciplinary discussion is still taking place within the discipline, which highlights various challenges or concerns that Applied CL research is currently facing (e.g., Achard & Niemeier 2004; Pütz 2010; Roche 2014; Tyler & Huang 2018). Major concerns in this discussion are, for instance, (1) the underuse of empirical data in Applied CL research and (2) the yet limited application of CL theories to Communicative Language Teaching (as opposed to Present-Practice-Produce, in which it is typically embedded). This article outlines these two challenges to research in Applied CL and offers suggestions how to address these concerns in future investigations. By doing so, we intend to contribute to the ongoing metadisciplinary discussion about the Applied CL framework and to promote its further consolidation.
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Pamuji, Arief, and Agus Wahyudi. "Promoting Midwifery Students’ Speaking Ability Using Communicative Language Teaching." International Journal of English and Applied Linguistics (IJEAL) 2, no. 1 (April 2, 2022): 135–40. http://dx.doi.org/10.47709/ijeal.v2i1.1447.
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Speaking is the way to convey the information that must be acquired by students. Consequently, this study aimed to see whether Communicative Language Teaching could promote midwifery students’ speaking ability or not. In conducting this research, a quasi-experimental method was employed using a nonequivalent groups design. The sample taken was the second-semester student midwifery from STIK Bina Husada consisting of 38 students. To gather data, the oral test was employed. The speaking test was considered valid in terms of content validity and reliability. The reliability of the test was measured using inter-rater reliability. The results revealed that the t-obtained (5.42) was higher than the t-table (2.02) at the significant level of p<0.05. It can be concluded that Communicative Language Teaching could promote students speaking ability. Communicative Language Teaching could motivate students to be brave and self-confident in speaking performance and more active in using English as their spoken language in-class activities.
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Sitorus, Nurhayati. "The Application of Communicative Language Teaching to Improve Students’ Ability in Speaking." Jurnal Studi Guru dan Pembelajaran 2, no. 3 (October 22, 2019): 252–55. http://dx.doi.org/10.30605/jsgp.2.3.2019.55.
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The purpose of this study is to investigate students’ ability in speaking before and after using Communicative Language Teaching in learning English. The method in this research was experimental quantitative method by using quasi experimental design with one group pretest-posttest model. The design only see students’ achievement in speaking before and after using Communicative language Teaching. The object of the research was English Department students. They were randomly selected. The technique of collecting the data was done through observation and the data were gotten from the students when they did oral communication. The instrument in this research was oral test. The data were analyzed by using Lilliefors test, testing homogeneity F, and testing hypothesis by using T-test. The result of this study shown that the use of Communicative Language Teaching could improve students’ ability in speaking. It was proved from the students’ average was higher after using Communicative Language Teaching. The data in this research had normal distribution. Based on data analysis by using T-test was gotten that tcount = 6,59 at the significant level = 5% and dk (n-1) = (30-1) =29 was gotten ttable = 1,699. So, tcount > ttable. It proved that Ho was rejected, and Ha was accepted. It’s meant that there was a significant difference between students’ ability before and after implementing Communicative Language Teaching.
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Astuti, Puji, and Jayne C. Lammers. "INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 215. http://dx.doi.org/10.17509/ijal.v7i1.6878.
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The contribution of cooperative learning (CL) in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL) learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.
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Wael, Ahmad, Dian Saputra, and Eka Setyawati. "Enhancing Students’ Oral Communication By Using Communicative Language Teaching (CLT)." Qalam : Jurnal Ilmu Kependidikan 8, no. 1 (July 2, 2019): 38. http://dx.doi.org/10.33506/jq.v8i1.469.
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This article aims at providing students’ oral communication in speaking class. There were two specific purposes to gain the data namely to find out the effects of Communicative Language Teaching (CLT) in teaching oral communication especially in speaking ability and to disclose the responses of students in the learning process by using Communicative Language Teaching (CLT). In order to obtain the comprehensive data, the writers used performance test and questionnaire with 32 respondents on speaking class. This research was applied in quantitative method. The writers used the design of interact group comparison. The result showed that there was a significant effect on the use of CLT approach. It was proven that t observation was bigger than t table; t observation was 2.98 while t table was 2.021 (2.98> 2.021). Most of the students agreed if CLT was applied in teaching-learning activites, especially in speaking class because it could help them in improving their ability in oral communication. The results of their opinion towards the application of CLT were expressed by chosing option 4 (agree) and 5 (strongly agree) in every indicator. For indicator 1 and 10, students tent to choose option 5 (strongly agree) with the percentage of 56.3 and the mean of 2.8. In indicator 2 and 4, the students tent to choose option 5 with the percentage of 59.4 and the mean of 3.0. In indicator 3 and 7, the students tent to choose option 4 (agree) with the percentage of 62.5, and mean score of 2.5. For indicator 5 and 6, the students chose option 5 with the percentage of 50.0 and mean score of 2.5. For indicator 8 and 9, most of the students tent to choose option 5 (strongly agree). The percentage and mean score were different. In indicator 8, the percentage was 56.3 with the mean score of 2.3 whereas in indicator 9, the percentage was 68.8 which the mean score of 2.8 more of the respondents were strongly agree with the application of CLT approach in speaking class. It made the students interestend in following speaking class and the students have confidence to speak with other friend or lecturer inside or outside the classroom.
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Sirisuwilai, Watcharapon. "CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 175–78. http://dx.doi.org/10.2478/ejser-2018-0045.
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Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.
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Mulyanah, Euis Yanah, Ishak Ishak, and Ratih Kusuma Dewi. "The Effect Of Communicative Language Teaching On Students Speaking Skill." CICES 4, no. 1 (February 28, 2018): 67–75. http://dx.doi.org/10.33050/cices.v4i1.478.
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The aims of this research were to find out whether there are good response and improvement of students’ speaking skill between before and after being taught through Communicative Language Teaching (CLT). The samples of this research were the VIII A and VIII B class of the Eighth Grade of SMP Negeri 21 Tangerang in academic year 2015/2016. The researcher used non-equivalent control group design. The instrument was oral test. The result of the research showed that there was improvement of the students’ speaking skill in actively communicative by using CLT. The result of t-test showed that t was bigger than ttable. The result of tcount was 4.2105 and ttable was 2.0021. It means that the researcher’s hypothesis (H1), there is significant difference of post-test scores between experiment class and control class is accepted. The average score of pre-test in experiment class is 67.33 while the average score of pre-test in control class is 66.50. The average of the post-test score in experiment class was 83.00 while the average of the post-test score in control class was 75.00. It showed that CLT can improve the students’ speaking skill.
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WATANABE, SUWAKO. "MLJ Reviews: Japanese Language Teaching: A Communicative Approach. by BENATI, ALESSANDRO T." Modern Language Journal 94, no. 3 (August 18, 2010): 518–19. http://dx.doi.org/10.1111/j.1540-4781.2010.01076.x.
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Nugroho, Nugroho. "The Effects af Communicative Language Teaching and Brain Functioning Upon Students’ Speaking Skills." DEIKSIS 9, no. 02 (August 29, 2017): 147. http://dx.doi.org/10.30998/deiksis.v9i02.844.
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<p><em>The purpose of this study was to determine t</em><em>he effects of communicative language</em><em> </em><em>teaching and brain functioning upon student’s speaking skill</em><em>, to determine the influence of communicative language teaching upon student’s speaking skill, and to determine the influence of brain dominance upon student’s speaking skill. The research method used is experimental method. Samples were taken as many as 40 students with a simple random technique. The data was collected by distributing questionnaires directly to the sample. Data analysis using descriptive statistics such as finding the mean, median, mode, standard deviation, and inferential statistics is to look for simple and multiple correlation coefficients followed by significance test of correlation coefficient with a t test. The results showed: 1) there is a significicant influence of brain dominance upon the student’s speaking skill F<sub>observed</sub> = 5.23 > F<sub>table</sub> = 4.49, 2) there is a significant influence of communicative language teaching upon students’ speaking skill F<sub>observed</sub> = 7.08 > F<sub>table</sub> = 4.49, 3) there is significant interaction </em><em>of communicative language</em><em> </em><em>teaching and brain functioning upon student’s speaking skill</em><em> F<sub>observed </sub>= 48.64 > f<sub>table </sub>=8.53 </em></p><p><em>Key Words: Brain Functioning, Communicative Language Teaching, Speaking Skill</em></p>
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Kazemian, Mohammad, Mohammad Khodareza, Fatemeh Khonamri, and Ramin Rahimy. "Instruction on Intercultural Communicative Competence." Education & Self Development 16, no. 1 (March 31, 2021): 21–40. http://dx.doi.org/10.26907/esd16.1.04.
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The influence of globalization on applied linguistics has recently generated considerable debate. With the advent of intercultural communicative competence (ICC) at the start of the twentyfirst century, many theoreticians and practitioners have accentuated the ICC perspectives and its incorporation into teaching language skills. This mixed methods research study tries to verify whether instruction on ICC encourages Iranian advanced EFL learners to incorporate ICC in their writings, and whether gender plays any role in the tendency to use that competence. To this end, 33 male and female Iranian advanced EFL learners were chosen via an Oxford Placement Test and then placed in two experimental classes. All the participants received a five-week instruction on ICC in a writing class at a private language institute in Rasht, Iran. The data analyzed via T-tests, content analysis technique, and η revealed that instruction on ICC assisted learners in coping with intercultural issues differently in their writing; however, gender did not play any role in using the ICC in writing. This study can shine a light on the writing course and language teaching in general and teaching how to incorporate ICC in writing in particular.
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Asrul, Asrul, and Suratman Dahlan. "The Use of Communicative Language Teaching (CLT) Method in Improving Students’ English Vocabulary." Journal of Languages and Language Teaching 10, no. 4 (October 25, 2022): 541. http://dx.doi.org/10.33394/jollt.v10i4.5669.
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This study aims to determine whether the CLT method improves students' English vocabulary mastery before and after learning using the CLT method. This is a quantitative study with a pre-experimental design. In this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the CLT method. However, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the CLT method in improving students' vocabulary skills. The data from the test was collected and then the data was analyzed through descriptive statistics. The population used was all students of SMP Negeri 50 Halmahera Selatan and all were selected as samples in this study. The instrument used to collect quantitative data in this study was a vocabulary test. This test is in the form of multiple choice consisting of 30 question items. Tests distributed before and after the treatment were given as pre-test and post-test. In addition to comparing the significance value (Sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. The t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. This shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that H0 is rejected and Ha is accepted. In other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the CLT method improves the students’ English vocabulary at SMP Negeri 50 Halmahera Selatan.
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Ginaya, Gede, Ni Putu Somawati, I. Nyoman Rajin Aryana, and I. Made Ardana Putra. "Improving Students’ Communicative Competence through Inductive Method Using Authentic Materials." Journal of Language Teaching and Research 10, no. 5 (September 1, 2019): 1080. http://dx.doi.org/10.17507/jltr.1005.22.
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Students were often confused and forced into silence when they communicate in English. This condition became a problem during the teaching-learning process and may eventually lead to poor communicative competence. Inductive teaching method, which employs authentic materials can be a solution to address the aforementioned condition. The objective of this study is finding out the effects of implementing inductive teaching method. using authentic materials, to the students’ communicative competence. Participants were 61 fourth semester students (22 males and 39 females). enrolled in a three-year diploma program in Travel and Tourism Business Study Program, State Polytechnic of Bali. Data are collected through classroom action-based research procedures. By conducting a quasi-experimental design, the collected data were analyzed by paired t-tests and mixed design ANCOVA. The study reveals the English communicative competence of the students significantly increased, shown by the mean score on the post-test, namely 63.05 in the control group and 84.43 in the experimental group [t = -23.485, p=.000] at the level of p<.05. In addition, their learning motivation and interest also increased as it is shown by the result of the questionnaires. Limitations and suggestions for successful applied action-integrated instruction and implications for future research are provided.
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Terfa, Miressa Amenu. "APPLYING COOPERATIVE LEARNING TO COLLEGE STUDENTS TO ENHANCE THEIR COMMUNICATIVE SKILLS." International Journal of Applied Research in Social Sciences 2, no. 3 (September 2, 2020): 71–78. http://dx.doi.org/10.51594/ijarss.v2i3.161.
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Cooperative learning has proved to be an effective method for both teachers and students and it has been found to have many positive benefits to foreign language teaching. This paper was aimed at applying cooperative learning to college students for English as a foreign language (EFL). The participants of the study were summer three Art students of Mettu College of Teachers Education. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and Focus group discussion. Qualitative data were obtained and analyzed qualitatively. The major findings of this study suggested that cooperative learning helped significantly to enhance the college learners’ oral communicative skills and their motivation toward learning English as a Foreign Language (EFL). Furthermore, the findings revealed students’ contradictory views regarding native language use and whether CL could help them improve their language skills. Sometimes, students switched to their native language to clarify points or communicate with group members since, as noted in the observations, a large percentage of language classrooms allowed students to use their native language during group discussion.
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K. Kuzmina, Elena, Valentina N. Vassilie, Gulnara I. Galeeva, and Cécile Leblanc. "Peculiarities of «Techno-R» Technology During Teaching French Language Grammarian Skills." International Journal of Engineering & Technology 7, no. 4.7 (September 27, 2018): 82. http://dx.doi.org/10.14419/ijet.v7i4.7.20389.
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The article describes the methodological basis of "Techno-R" technology, its substantive and procedural aspects. In the content aspect the technology "Techno-R" consists of eight blocks designed to develop the communicative competence of trainees. The communicative language competence consists of four blocks - vocabulary, grammar, phonetics, spelling, and speech is also represented by four blocks - speaking, listening, reading and writing. Each block has its own peculiarities in the content aspect, but the procedural aspect of the technology is one for all blocks. The technology includes the setting of an educational task, an indicative basis for speech actions, task performance training, carrying out control actions and competence level determination that is being developed. The authors set out an experimental study to teach grammatical skills of French language on the basis of the technology being developed. Empirically obtained data, subjected to statistical processing on the basis of Student's t criterion, demonstrate the value of T criterion > 3.3, which indicates the reliability of the conclusions about Techno-R technology effectiveness. In the article the authors made conclusions about the peculiarities of the abovementioned technology, its correctional nature, the combination with the known pedagogical technologies, the availability of language problems, creating the conditions for the transfer of grammatical skills and the production of student self-esteem in language competence development that stimulates the motivation of learning.
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Khalil Ibrahim, Riyadh. "Translation oriented corpus-based contrastive linguistics." Babel. Revue internationale de la traduction / International Journal of Translation 61, no. 3 (December 7, 2015): 381–93. http://dx.doi.org/10.1075/babel.61.3.04kha.
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The paper aims at studying the relationship between contrastive linguistics (CL) and translation as branches of applied linguistics, on one hand, and the use of computer corpora (C.C) on the other. It also stresses the fact that the boundaries of CL have been redrawn to incorporate the output of C.C in performing various tasks in translation, that goes beyond the traditional methods of CL carried out exclusively on solving problems in foreign language teaching (FLT). The paper supports the call for the manipulation of data obtained from CC in contrastive linguistic projects for the betterment of translation quality. Previously, CL was concerned with linguistic systems rather than language use, but with the introduction of corpora, language use become more easily accessible and the field of CL has expanded. The access to huge amounts of original texts and their translation in electronic format is of great benefit to professional translators, since a wide range of translation solutions for any particular source language are available by a gentle hit on the required tagging key. As for translation-oriented corpus based CL it becomes obvious that the actual contrastive study will be carried out in order to obtain data for explaining the various phenomena in translation. Hence, translation as a communicative event can assume a fully-fledged descriptive discipline if it manages to develop its own descriptive tools of study. Computer corpora can play a decisive role in turning translation into a well-established academic discipline.
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Owen, Eman Abdussalam, Abu Bakar Razali, Arshad Abd Samad, and Nooreen Noordin. "ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 110–25. http://dx.doi.org/10.33225/pec/19.77.110.
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The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.
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Maming, Jimmy Bernabe, Annalyn Cristobal Llena, and Wes Harven G. Maravilla. "Communicative Language Teaching in Selected Students: Basis for Pro-posed Use of Task Based Learning Approach in Developing Speaking Skills." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 11 (November 12, 2022): 2185–90. http://dx.doi.org/10.11594/ijmaber.03.11.04.
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This study employed communicative language education to assist a subset of a public school in Tondo, Manila, Philippines, especially the Junior High School Grade 7 students, in improving their English-speaking abilities. The researchers used the Direct Teaching Method to conduct a teaching and learning process (Pre-test). The students were then given a speaking test. Following the pre-test, the researchers started the teaching-learning process by teaching Communicative Language. After two months of using the communicative language education strategy, the researcher repeated the speaking test (post-test). Compiling the data and calculating the speaking test scores. The following statistical instruments were applied to the data collected for analysis and interpretation: t-Test: Two-Sample Assuming Equal Variances, Weighted Mean, Frequency and Percent Distribution, Standard Deviation, One-Way ANOVA [Single Factor], and the findings of the pre-test and post-test show a considerable improvement in the selected students' speaking ability. Task-based learning is excellent for cultivating language ability because it allows students to participate in natural conversation. The task-based approach gives learners a natural setting in which to utilize language. There are several opportunities for interaction while students try to finish an assignment. Such engagement is said to help with language development since it forces students to converse with one another and articulate their meaning.
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Shammout, Manal. "The Effect of Cooperative Learning Activities on Enhancing the Writing Skills of Syrian EFL Learners at Arab International University." Theory and Practice in Language Studies 10, no. 7 (July 1, 2020): 791. http://dx.doi.org/10.17507/tpls.1007.10.
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This paper aims at enhancing writing skills by using cooperative learning strategies since recent methodologies in foreign language teaching have deviated the shift of focus from traditional teacher-oriented classes to more learner-centered contexts. Among the methods endorsed in teaching writing is the application of Cooperative Learning (CL). The use of CL has become an increasingly popular method to improve the learner’s linguistic, social and communicative competence. This research investigated the effects of CL to improve the writing skill of AIU students. A questionnaire was done to spot their problems and weak points. The quasi experimental design was used, with pre-test and post-test of two different kinds of essay as an instrument. Two different kinds of studies were employed qualitatively and quantitatively to analyze the data. The students’ writing was scored on the five writing components which were content, vocabulary, organization, grammar and mechanics see (Yusuf, Jusoh, & Yusuf, 2019). After analyzing the results of the post test, it was noted that there was a significant increase in the scores of students’ writing in comparison with their marks of the pretest as a result of implementing cooperative learning. Subsequently, the results lent credence to the positive effects of cooperative learning in enhancing writing performance and teachers were able to involve more students to participate and the class environment was very encouraging and intriguing. EFL participants in a cooperative learning ambience managed to foster the linguistic competence that they need to acquire which was also tackled in the paper.
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Uneke Enyi, Amaechi, and Chiekpezie Edwin Orji. "Interlanguage Pragmatics, Communicative Competence, Nigeria’s L2 Classrooms." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.19.
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In Nigeria, much attention has been given to the teaching and learning of grammatical forms and sound sequences with emphasis on their accuracy and correctness (linguistic competence). This has reflected in the selection of course syllabi, curriculum, instructional materials and methods in our classrooms. A lot studies have been carried out by scholars on the non-native speakers’ use and acquisition of linguistic action patterns in a second language. Though such studies, dubbed interlanguage pragmatics, have all been carried out in Europe and America with focus on speakers of English as a Foreign language (EFL). This area of enquiry has not been adequately explored in Africa in general or Nigerian L2 learners of English as the focus. Thus, little or seldom attention has been given to pragmatics and appropriateness in language use (Communicative competence). This study is therefore, a consciousness - raising effort to highlight the relevance and advantages of teaching pragmatics and the development of pragmatics awareness in our classrooms. This is against the backdrop of the fact that the linguistic competence of most learners of English as a second language is not usually at par with their pragmatic competence. This study foregrounds the need for L2 learners of English to develop a concomitant degree of pragmatic awareness in the use of the language. They must learn how to combine form, meaning, force and context. They need, for example, to learn how to say what they want to say with the required formality or politeness, directness or indirectness, e t c, as required by a given situation or sometimes, to even keep quiet and still communicate intention. The study, domesticating the findings of some current researches in instructed pragmatics, discussed and suggested some classroom activities that could be adopted as part of the methods of teaching pragmatics, and by so doing, highlighted the enormous advantages and usefulness of teaching pragmatics and acquiring pragmatic competence in Nigeria’s L2 classrooms.
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Al-Awabdeh, Abdel-Hameed. "A Critical Discourse Analytical Study on the Significance of Communicative Language Teaching Case study: Jordanian English Teachers in the Southern Badia." Journal of Social Sciences (COES&RJ-JSS) 9, no. 4 (October 1, 2020): 1509–19. http://dx.doi.org/10.25255/jss.2020.9.4.1509.1519.
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The purpose of the study is to cast the light on Jordanian English teachers in the Southern Badia views on the importance of communicative language teaching. I t is difficult for English foreign language teachers to select an appropriate method of language teaching to achieve the learning goals and the essential outcomes of the English courses that taught in different fields such as schools and colleges. CLT has indicated the track for certain procedures and strategies to accomplish essential goals for teaching English language. Teachers in teaching English as a foreign language has adopted many methods, such as Reading Method, Structural Method, Direct Method, and CLT. They seek to find the appropriate to teach English for their students and they work hard to make teaching English more effective in their classes.
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Keshmirshekan, Mohammad Hossein. "Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials." Theory and Practice in Language Studies 9, no. 8 (August 1, 2019): 956. http://dx.doi.org/10.17507/tpls.0908.10.
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The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.
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Hosseini, Seyed Mohammad Hassan. "Cognitive Socio-political Language Learning Theory, Multiple Input-output Hypothesis and Competitive Team-based Learning." Theory and Practice in Language Studies 9, no. 4 (April 1, 2019): 411. http://dx.doi.org/10.17507/tpls.0904.08.
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The practical results of innovative methods/approaches to teaching like Cooperative Learning (CL), which have been formulated based on constructivists' theories, are falling short of expectation in the present world circumstances. This is because they cannot reflect the realities of the real world and as a consequence have contributed to uncivilised and even maimed societies. As their ancestors, thereby, these so-called innovative interactive methods and approaches are doomed to failure. This article, as such, gives a brief but to the point introduction to the author's seminal holistic approach to teaching namely Competitive Team-Based Learning (CTBL), which has been put forward as a significant alternative to the present methods and approaches. Most importantly, the author sheds light on his approach's theoretical foundations, which consider language as a liberating agent, and distinguishes it from other innovative methods/approaches like Communicative Language Teaching (CLT). The results of some researches on the effectiveness of Dr Hosseini's didactic catalyst/weapon (i.e., CTBL) have also found a place in this article for the benefit of researchers/educators, who have also been provided with some significant suggestions. Teachers' accountabilities in classes run through CTBL have also been explicated.
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Hama Saeed, Dekan Jaza, and Hanife Bensen Bostancı. "The Impacts of Integral Teaching of the Listening and Speaking Skills on EFL Communicative Competence." Near East University Online Journal of Education 5, no. 1 (May 9, 2022): 36–47. http://dx.doi.org/10.32955/neuje.v5i1.462.
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The listening and speaking skills are connected in real life and complement each other as input and output of language. However, in the Iraqi context, these two skills are taught in isolation; not taught in an integrated manner, thus, the result is poor performance of the students. This study investigated the impacts of integrating the listening and speaking skills in an English class and how it enhances English as a Foreign Language (EFL) students’ communicative competence. A mixed-methods research design was employed to gather the necessary data through a one group pre-posttest and interviews. The participants were 51 university students at Charmo University, North of Iraq. In analyzing the quantitative data, a paired samples t-test was run to find answers to the research questions posed. The results indicated that the participants’ communicative competence had statistically improved as there was a significant difference between the pretest and posttest scores. In addition, the analysis of the semi-structured interviews which were carried out among the participants, revealed that they had positive attitudes towards the semester and felt it was a success. This study is concurrent with the previous literature and highlights the importance of integrating the language skills to teach the English language effectively.
Keywords: listening skill, speaking skill, English as a Foreign Language (EFL), communicative competence
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Tavakoli, Reza, Seyed Hesamuddin Aliasin, and Fariba Mobini. "The Effect of Structured Academic Controversy on English Proficiency Level within Communicative Language Teaching Context." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 349. http://dx.doi.org/10.17507/jltr.0802.18.
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This study aimed at investigating the effect of Structured Academic Controversy (SAC) on English proficiency level of Iranian intermediate EFL learners within the Communicative Language Teaching (CLT) context. To this end, the Cambridge English Placement Test (CEPT) as the pre-test was administered to 90 EFL learners at Khayyam University of Mashhad, Iran. Based on the results and according to the test guidelines, only the intermediate EFL learners were selected as the final participants (N=60). Then, they were randomly divided into two groups of control and experimental, each group consisting of 30 subjects. Then, a t-test analysis was conducted to ensure that the two groups were not different in their English proficiency level before treatment. The experimental group was taught English based on a CLT syllabus supplemented by SAC techniques, whereas the control group received the same instruction but without being aided with the SAC techniques. After treatment, the participants received the same CEPT as the post-test. The t-test results for this test revealed a significant effect of SAC on the experimental group's performance on the post test, which means that SAC can play a role in EFL learners' English language proficiency improvement.
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Ibrahim, Aisha. "INVESTIGATING THE IMPACT OF ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING ON COMMUNICATIVE COMPETENCE OF SECONDARY SCHOOL STUDENTS IN GUSAU METROPOLIS ZAMFARA STATE." International Journal of Development Strategies in Humanities, Management and Social Sciences 12, no. 2 (March 12, 2022): 81–94. http://dx.doi.org/10.48028/iiprds/ijdshmss.v12.i2.06.
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This study was conducted to examine the Effect of Oral Approach and Situational Language Teaching on communicative Competence of Secondary School Students in Gusau Metropolis Zamfara State. Pretest-post-test quasi-experimental research design was used. The population of the study was 19,094 and four intact classes comprised 230 SS I students were drawn from the population. The instrument of the study was an adapted oral test version of English Language Speaking Test (ELST) and it was tagged Student Communicative Competence in English Test (SCCIET). It was validated by the experts in Language Education at Usmanu Danfodiyo University Sokoto. The modified SCCIET was pilot tested for two weeks. After test-retest, Pearson Product Moment Correlation Coefficient (PPMCC) was computed and coefficient of r = 0.82 was established. Three null hypotheses were formulated and tested at 0.05 levels of significance. T-test was used in testing all the three null hypotheses. After testing, all the three null hypotheses were rejected. The findings showed that Experimental group performed better than control group in English communicative competence. The study recommended the use of Oral Approach and Situational Language Teaching to teach students because it develops proficiency in English language speaking skills and reduce the level of speaking anxiety.
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Ivanova, Viktoria I., and Alina E. Devrisheva. "Optimization of the use of online learning resources for the development of students’ communicative competence." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 634–49. http://dx.doi.org/10.32744/pse.2022.4.37.
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Introduction. The forced switching of universities to distance learning required a change in approaches, technologies and teaching methods. Learning a foreign language is impossible without the practice of oral communication: for the most part, it is in the process of it that the development of communicative competence takes place. We tried not only to bring the new-format learning closer to learning in the traditional format, but also, to a certain extent, to expand the educational potential for the formation of communicative competence through the maximum possible involvement of online learning resources and a well-designed methodological organization. The purpose of the article: to describe the pedagogical technology of the optimal use of online learning resources for the development of students' communicative competence, to evaluate its effectiveness. Materials and methods. The methodological basis of the study was a competence-based approach to teaching a foreign language. The work in the experimental group of students of Tula State University, studying in the section of Linguistics, was aimed at the optimal use of online learning resources for the development of students' communicative competence in its four components: language, speech, socio-cultural, motivational-reflexive. In the process of the study, methods of theoretical knowledge were used: analysis, synthesis, generalization, as well as methods of empirical knowledge: questioning, interviewing, the method of pedagogical observation, the method of expert evaluation, the method of mathematical data processing. Results of the study. At the end of the work carried out in the experimental group, an increase in the indicators of the formation of the components of communicative competence was recorded: in regard to the language component t-statistic = 8.3 (p < 0,001), the speech component t-statistic = 6.7 (p < 0,001), the socio-cultural component t-statistic = 5.4 (p < 0,001). Discussion and conclusion. The efficiency of the technology was proven through comparative diagnostics of the formation of the components of communicative competence among students before the start of the experimental work and at the end of it. In the distance format, there are opportunities for the effective implementation of the didactic principles of individualization, differentiation of learning. There are sources for increasing of students’ motivation to learn a foreign language, for activating their cognitive interest and developing skills of self-control, self-correction.
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Al-Malki, Eidhah Abdullah AbdulRaheem, Adel Awadh Aidh Al-Harthi, Choudhary Zahid Javid, Muhammad Umar Farooq, and Ghazi Fahad Algethami. "Comparative Determination of Communicative Competence of Saudi Students of English for Tourism and Hospitality (SSETH) to Develop ESP Course Content." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 46–62. http://dx.doi.org/10.26803/ijlter.21.4.3.
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Development of tailor-made indigenous teaching content, after assessing the target learners’ needs and proficiency, is necessary to address to specific needs of specific learners, ensure optimum learning and motivation. This quantitative investigation attempted to determine the communicative competence of SSETH in English language skills to develop indigenous teaching content. A Likert-scale questionnaire was developed and administered to 289 participants to record their perceived proficiency in English language skills and sub-skills. Independent-samples T-test was run to generate descriptive statistics and determine whether any significant differences exited in their perceived proficiency level. The results revealed medium low English language proficiency by the participants. SSETH reported comparatively higher proficiency in the productive skills of writing and speaking as compared to the receptive skills of listening and writing. The cohort form College of Tourism and Hospitality, Taif (CTHT) reported slightly higher competence as compared to their counterparts from College of Tourism and Hospitality, Madinah (CTHM). Comparative results generated by Independent-samples T-test rejected the null hypotheses as no statistically significant differences were found in the perceived communicative competence of both groups. It is recommended that various stake holders should work in close coordination to develop and implement indigenous teaching content which should be periodically assessed and modified to suit the changing ESP needs of SSETH. This procedure may be followed as a model for other disciplines to develop indigenous teaching material.
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Azimah, Anis. "COMMUNICATIVE LEARNING IN THE CLASSROOM INTERACTION (A DESCRIPTIVE STUDY ON THE TENTH GRADE STUDENTS IN MAN 3 TULUNGAGUNG IN THE 2016/2017 ACADEMIC YEAR)." JARES (Journal of Academic Research and Sciences) 2, no. 2 (September 10, 2017): 5. http://dx.doi.org/10.35457/jares.v2i2.415.
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This research aims at observing how the process of communicative learning occurred in the classroom interaction and identifying the types of interaction in the classroom. To meet the purposes of the research, this research raised the questions related to the principal features of Communicative Orientation of Language Teaching (COLT) scheme proposed by Nunan (1992). MAN 3 Tulungagung was taken as the setting of the research. The interaction between English teacher and students of Acceleration (X-10) class in the 2016/2017 academic year were recorded as the subject of the analysis. To examine the learning process and interaction, this research used qualitative approach in the form of descriptive method. In collecting the data, the researcher employed video recording. The data obtained through the observation was in the form of transcribed interaction. It was also found that the types of interaction occurred in the classroom are Teacher-Class (T - C), Teacher-Group (T-G), Teacher-Student(s) (T-S), and Student-Student (S-S) interactions. Each of this interaction is influential in the classroom. Regarding the findings of the research, the researcher concludes that these communicative analysis can be used as self-monitoring for English teacher to create communicative classroom. Therefore, this study is useful to introspect teacher ’s and learner ’s performance in the classroom. Key words: communicative Learning, Classroom Interaction.
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Azimah, Anis. "COMMUNICATIVE LEARNING IN THE CLASSROOM INTERACTION (A DESCRIPTIVE STUDY ON THE TENTH GRADE STUDENTS IN MAN 3 TULUNGAGUNG IN THE 2016/2017 ACADEMIC YEAR)." Journal of Academic Research and Sciences (JARES) 2, no. 2 (September 10, 2017): 5. http://dx.doi.org/10.30957/jares.v2i2.415.
Full textAbstract:
This research aims at observing how the process of communicative learning occurred in the classroom interaction and identifying the types of interaction in the classroom. To meet the purposes of the research, this research raised the questions related to the principal features of Communicative Orientation of Language Teaching (COLT) scheme proposed by Nunan (1992). MAN 3 Tulungagung was taken as the setting of the research. The interaction between English teacher and students of Acceleration (X-10) class in the 2016/2017 academic year were recorded as the subject of the analysis. To examine the learning process and interaction, this research used qualitative approach in the form of descriptive method. In collecting the data, the researcher employed video recording. The data obtained through the observation was in the form of transcribed interaction. It was also found that the types of interaction occurred in the classroom are Teacher-Class (T - C), Teacher-Group (T-G), Teacher-Student(s) (T-S), and Student-Student (S-S) interactions. Each of this interaction is influential in the classroom. Regarding the findings of the research, the researcher concludes that these communicative analysis can be used as self-monitoring for English teacher to create communicative classroom. Therefore, this study is useful to introspect teacher’s and learner’s performance in the classroom. Key words: communicative Learning, Classroom Interaction.
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Wu, Xueqing, and Mingxing Tao. "The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 417–24. http://dx.doi.org/10.17507/jltr.1302.24.
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This study explores the change of EFL learners' motivation in learning English with the increase of CL time based on marginal utility. Thirty learners from an intact class in Grade 10 were selected through their performance on a piloted sample Preliminary English Test. Learners were assigned to achievers and underachievers groups. The questionnaire of motivation, based on the Attitude/Motivation Test Battery (AMTB), was given to both groups as a pretest. All participants underwent the same amount of teaching time and same material with the same teacher during seven-week CL, 35 sessions taking 45 minutes each. The same questionnaire was administered again at the end of one week, three-week, five-week and seven-week treatments respectively to both groups and their scores on the questionnaires were compared through an analysis of Paired Samples t-test and ANOVA. The findings showed that after one week CL, both the achievers’ and underachievers’ motivations were significantly improved compared with those in pretest; after three-week CL, the underachievers’ intrinsic and extrinsic motivations and achievers’ extrinsic motivation declined significantly compared with those of Week One, while the latter’s intrinsic motivation has no significant change; after five-week CL, underachievers’ motivation didn’t change significantly compared with their motivation in the pretest, which means that the marginal utility took place in underachievers’ motivation during three-week to five-week CL; after seven-week CL, the achievers’ motivation increased significantly compared with their motivation in the pretest, indicating there was no marginal utility for achievers’ motivation during seven-week CL.
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Polrodi, Sepideh, and Abbas Pourhosein Gilakjani. "THE EFFECT OF AUDIOLINGUAL-BASED VERSUS COMMUNICATIVE LANGUAGE TEACHING-ORIENTED TECHNIQUES ON INTERMEDIATE EFL LEARNERS’ LISTENING COMPREHENSION." LLT Journal: A Journal on Language and Language Teaching 24, no. 2 (November 8, 2021): 493–513. http://dx.doi.org/10.24071/llt.v24i2.3492.
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This study was an investigation to find out the effect of audiolingual (ALM)-based versus communicative language teaching (CLT)-oriented techniques on Iranian intermediate EFL learners’ listening comprehension ability. To do this, sixty EFL learners in intermediate level from Shokouh Institute in Lahijan, Iran were selected randomly and assigned to two groups; namely the experimental group and control group; 30 participants in each group were selected based on their performance using the oxford placement test (OPT). A quasi-experimental design was used for this study. A listening audio text extracted from the book “Four Corners” was administered as pre-test and post-test. The researchers taught the students of both groups for 10 sessions. The CLT techniques were used as treatment in the experimental group while the control group received no treatment and just used ALM techniques. After 10 sessions, the listening passages extracted from the book “Four Corners” were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. Finally, the data were analyzed via running an Independent Samples T-test and a series of Paired Samples T-tests. The results showed that Iranian EFL learners’ listening comprehension skill has been significantly improved as a result of using CLT techniques at the significance level of .05. It was concluded that the use of CLT techniques was highly effective in Iranian learners’ listening comprehension improvement.
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Park, Eun-Soo. "Pre-service English Teachers’ Beliefs about English Language Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.
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Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels.
Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used.
Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels.
Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.
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Kostikova, Ilona Ivanivna, Tetiana Viediernikova, Liudmyla Holubnycha, and Svitlana Miasoiedova. "The Competency-Based Approach to Passing First Certificate in English." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 117. http://dx.doi.org/10.18662/rrem/100.
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In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.
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Lertcharoenwanich, Pallapa. "The Effect of Communicative Language Teaching in Test Preparation Course on TOEIC Score of EFL Business English Students." Journal of Language Teaching and Research 13, no. 6 (November 1, 2022): 1188–95. http://dx.doi.org/10.17507/jltr.1306.06.
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A high-stake standardized test (e.g., TOEFL, TOEIC, and IELTS) is one of essential indicators in determining students’ English proficiency especially in the context of English as a Second Language (ESL) and English as a Foreign Language (EFL). Direct test preparation method is prevalent in test preparation course; however, negative washback could occur. Communicative Language Teaching (CLT) can be effective teaching method which can diminish the negative washback and also increase both proficiency and test score. The purposes of this study were 1) to examine the effect of CLT on students’ TOEIC score and 2) to explore students’ attitude towards the use CLT in test preparation course. The sample was 68 Business English students selected by purposive sampling divided into experimental group and control group. The instruments were pre-test, the official TOEIC score and semi-structured interview. The data were analysed by using mean, standard deviation, t-test and content analysis. The results revealed that the official TOEIC score of the experimental group was significantly higher than the control group which indicated that CLT in test preparation course yielded a positive effect on improving students’ TOEIC score.
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Yamamoto, Márcio Issamu, and Joel Victor Reis Lisboa. "Corpus linguistics and phraseologies on tv series." Itinerarius Reflectionis 15, no. 2 (May 27, 2019): 01–19. http://dx.doi.org/10.5216/rir.v15i2.58713.
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In this paper we aim to work on some phraseology concepts, including the ones proposed by Tagnin (2005), Barbosa (2012), Dobrovol’skij (2012), Muryn et al. (2013), as well as on metaphor concepts by Lakoff and Johnson (2003). Furthermore, we will discuss formal, semantic and pragmatic aspects of phraseologies and use the theoretical framework to classify the results of phraseological and terminographical studies from the Federal University of Uberlândia (UFU) Scientific Initiation and the Federal University of Jataí (UFJ) Prática como Componente Curricular. The English-Portuguese phraseologies were extracted from corpora of TV series subtitles, such as Bones, Game of Thrones and Star Trek, 30 being selected for this paper discussion. The methodology adopted was Corpus Linguistics (CL) and WordSmith Tools 6.0 was the lexical analysis program used. We started by selecting the TV series, then Portuguese and English subtitles were compiled from the internet. Afterwards, word lists were made; we chose terms and verbs that allowed the selection and analysis of phraseologies from TV series by using the Concord tool and most of the analyzed terms were registered on VoTec (FROMM, 2007), an online platform for terminological and terminographical research open to public access. The students that carried out these researches are English Language and Literature undergraduates, and the target audience are translators, language specialists, teachers, students and TV series fans. Some advantages of these researches were: (1) analysis of the real use of English language by native speakers in authentic communicative contexts; (2) access of undergraduates to CL and phraseological/terminographical studies; and (3) training to develop English language teaching material.
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Novitri, Novitri, and Melor Md Yunus. "PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU." International Journal of Educational Best Practices 2, no. 1 (August 18, 2018): 14. http://dx.doi.org/10.31258/ijebp.v2n1.p14-25.
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Abstract: Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups
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Byrdina, O. G., E. A. Yurinova, and S. G. Dolzhenko. "Developing foreign language professional-communicative competence of pedagogical university students by means of CLIL." Education and science journal 22, no. 7 (September 7, 2020): 77–100. http://dx.doi.org/10.17853/1994-5639-2020-7-77-100.
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Introduction. The article describes a study of an original CLILbased teaching model at a teacher-training university, designed specifically to develop students’ foreign language professional-communicative competence (FLPCC). Its relevance is due to a lack of research into applying CLIL theory and methodology in teacher-training institutions of higher education, as well as to a practical need to improve the quality of pedagogy undergraduates’ foreign language instruction.The aim of the present study is to substantiate the effectiveness of implementing the proposed CLIL-based FLPCC development model at a pedagogical university.Methodology and research methods. The proposed model integrates the communicative and competence-based approaches, as well as the method of conceptual modelling. To assess and confirm the results of the experiment, the authors created a diagnostic complex test in accordance with the Professional Teacher Standard. A feedback survey among students and teachers was conducted, and a SWOT analysis was carried out. The applied methods of mathematical-statistical analysis: Mann – Whitney U-test, Student’s t-test.Results and scientific novelty. Experimentally and statistically, the study proved the effectiveness of the proposed CLIL-based FLPCC development model. A new model-based CLIL-course was introduced, uniting the content, communicational, cognitive and cultural components of CLIL framework. The conducted experiment contributed to an increase in professional and subjectlanguage knowledge, development of the FLPCC skills and professional and communicative strategies, aimed at solving professional and pedagogical problems. The study presents a new perspective on tandem teaching by integrating the efforts of teachers from various scientific fields. A diagnostic complex test was developed in accordance with the Professional Teacher Standard. SWOT analysis of experimental results revealed the effectiveness and viability of the proposed model.Practical significance. The study will be useful to teachers practicing CLIL, and for those looking for ways to develop FLPCC in a teacher training institution. Although the experimental work carried out in one university, does not claim to be comprehensive, the authors believe that the model implementation may improve the quality of teacher education.
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Sysoyev, Pavel V., and Yulia V. Tokmakova. "Teaching agricultural university students professional foreign language and a specialized major via an integrated course." Perspectives of Science and Education 55, no. 1 (March 1, 2022): 221–35. http://dx.doi.org/10.32744/pse.2022.1.14.
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Introduction. The development of professional foreign language communicative competence is one of the main goals of teaching a foreign language in a non-linguistic university. Achieving this goal is possible in the context of an integrated approach to teaching a foreign language and a specialized major. However, the implementation of content and language integrated learning requires the development of subject-thematic content of education and a complex of problem solving foreign language tasks that have intra-profile specialization and reflect the specifics of the future professional activities of graduates of a specific profile of education. The purpose of the work is to develop a method for content and language integrated learning and its verification in the course of experimental learning. Materials and methods. The study involved 2nd year students (N = 40) studying "Technology of production and processing of livestock products" of the Emperor Peter I Voronezh State Agrarian University (Russian Federation). To check the effectiveness of the method for the experimental group, a selection of the subject-thematic content of training was carried out and a complex of foreign language integrative tasks was developed, reflecting the specifics of this training profile. The control group took a traditional English course for specific purposes. The following were investigated: professional vocabulary, grammar, reading, monologue and dialogical speech and professionally oriented educational content. To process the results obtained, the Student's t-test was used. Research results. The results showed that the integrated approach proved to be effective in mastering students' professional vocabulary (t = 0.23; p ≤ 0.05) and grammatical material (t = 0.56; p ≤ 0.05), the development of monologue and dialogical speech (t = 0.17; p ≤ 0.05), as well as performing tasks of a professional orientation (t = 0.23; p ≤ 0.05). At the same time, statistical data processing did not show an improvement in the results of students in the development of learning to read in a foreign language (t = 2.65; p> 0.05), which can be explained by the students' possession of reading skills at a high level by the time of participation in the experiment. Conclusion. The novelty of the study lies in the definition of the subject-thematic content of the integrated course and the development of a complex of foreign language problematic tasks, reflecting the specifics of the future professional activities of students of "Technology of production and processing of animal products." The results obtained can be used in the development of a methodology for the content and language integrated teaching of students in other non-linguistic areas of training.
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Deepaen, Wanida. "Research and Development of the ASEAN Cartoon Lesson using the Communicative Language Teaching Approach and the Common European Framework of Reference for Languages." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 104. http://dx.doi.org/10.18844/gjflt.v6i2.715.
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Cartoon pictures help to encourage students’ attention and bring joy to learning English. Cartoon lessons efficiently support students’ English language achievements. This research aimed to develop the ASEAN cartoon lesson using the communicative language teaching approach (CLT) and the Common European Framework of Reference for Languages (CEFR) for secondary school students. The ASEAN cartoon lesson was used to teach M.2 students for 22 hours. Then, interviews, a multiple-choice test, questionnaires and focus group discussions were used to collect data that were analysed by content analysis, descriptive statistics, a relative gain score and a dependent sample t-test. The research findings indicated that the cartoon lesson displayed very good efficiency and effectiveness. In addition, the students displayed developments in their language learning. This result will hopefully become a reference for English teachers to use to enrich students’ learning.
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Jazeri, Mohamad. "MODEL PERANGKAT PEMBELAJARAN KETERAMPILAN BERBICARA DENGAN PENDEKATAN KOMUNIKATIF KONTEKSTUAL BAGI MAHASISWA ASING." LITERA 15, no. 2 (November 29, 2016): 217–26. http://dx.doi.org/10.21831/ltr.v15i2.11824.
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AbstrakPenelitian ini bertujuan mengembangkan perangkat pembelajaran berbicara bahasaIndonesia dengan pendekatan komunikatif-kontekstual bagi mahasiswa asing di IAINTulungagung. Desain pengembangan mengunakan model R2D2 (Recursive Reflective Designand Development) dari Willis. Produk yang telah dikembangkandiujicobakan kepada 20mahasiswa BIPA dari Thailand, 2 instruktur BIPA, dan 1 ahli pembelajaran BIPA. Ujiefektivitasdengan rancangan pra-eksperimen, yakni dengan melakukan tes awal dan tesakhir pada kelompoktunggal tanpa kelompok kontrol. Hasil penelitian menunjukkanbahwa 87% pebelajar merasa antusias dan senang karena contoh ungkapan dan dialogyang disajikan dalam buku ajar membantu mereka mampu berbicara bahasa Indonesiadengan lancar. Hasil uji-t menunjukkanperbedaan yang signifikan antara skor tes awaldan tes akhir. Dengan demikian dapat disimpulkan bahwa perangkat pembelajaran yangdikembangkan berpengaruhsecara signifikanterhadap hasil pembelajaran keterampilanberbicara pada mahasiswa asing di IAIN Tulungagung.Kata kunci: keterampilan berbicara, pendekatan komunikatif-kontekstual, BahasaIndonesia untuk Penutur Asing (BIPA)A MODEL OF A LEARNING PACKAGE FOR THE SPEAKING SKILLUSING THE CONTEXTUAL COMMUNICATIVE APPROACHFOR FOREIGN STUDENTSAbstractThis study aims to develop a learning package for the Indonesian language speakingskill using the contextual communicative approach for foreign students at IAINTulungagung. The developmentdesign used the R2D2 (Recursive Reflective Design andDevelopment) model adopted from Willis’s model (1995). The developed product was triedout to 20 BIPA (Bahasa Indonesia untuk Penutur Asing = Indonesian Language for ForeignSpeakers) students from Thailand, 2 BIPA instructors, and 1 BIPA teaching expert. Theeffectiveness testing employed a pre-experimental design by administering a pretest anda posttest to a single group without a control group. The result of the study showed that87% of the students felt enthusiastic and happy because the examples of expressions anddialogs provided in the textbook helped them to speak the Indonesian language fluently.The result of the t-test analysis showed a significant difference between the pretest scoresand the posttest scores. Therefore, it is concluded that the developed learning packagesignificantly affects the speaking skill of the foreign students at IAIN Tulungagung.Keywords: speaking skill, contextual communicative approach, BIPA
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Ebrahimi, Sediqe, Hossein Saadabadi Motlagh, and Fatemeh Karampour. "EFL Learners` Beliefs about Isolated and Integrated Grammar Teaching and Performance on a Grammar Recognition Test." International Journal of Linguistics 7, no. 6 (December 20, 2015): 108. http://dx.doi.org/10.5296/ijl.v7i6.8633.
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<p>Approaches to teaching grammar have changed dramatically since the 1970s when communicative language teaching was proposed. An increasing number of studies have investigated the adequacy of this kind of grammar instruction. Yet, few studies have been done to look at the preferences that learners have for these methods of focus-on-form instruction and its relationship with their performance on grammar tests. The purpose of the present study is to explore Iranian EFL learners` attitudes and preferences for isolated and integrated focus-on-form and their performance on a grammar recognition test. Participants were learners studying English in a private language teaching institute. They were requested to complete the questionnaire of the isolated and integrated focus on form and answer a TOEFL grammar recognition test. The analysis of findings using descriptive statistics and T-test showed that learners did not have clear preferences for different types of focus on form and that learners` attitude towards isolated and integrated focus on form was not related to their performance. students' The findings can provide useful information for teachers and instructors learners` preferences for different approaches.</p>
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Abramova, Irina E., and Elena P. Shishmolina. "Professionally Oriented Foreign Language Teaching to Non-Linguistic Students: International Professional Competitions." Vestnik Tomskogo gosudarstvennogo universiteta, no. 464 (2021): 171–80. http://dx.doi.org/10.17223/15617793/464/20.
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The article deals with the issues of training a new generation of professional staff with a set of hard and soft skills on the example of foreign language training of lawyers. Special attention is paid to the development of both communicative and universal competencies such as the ability to defend personal position, teamwork, cooperation and interpersonal communication, presentation skills, stress resistance. The aim of this article is to describe the technology of professionally integrated foreign language teaching by preparing law students to participate in international competitions in English, as well as to analyze advantages of this technology. The model of technology of professionally integrated foreign language teaching is described. The method of modeling professional situations by mock trials is presented in detail. The authors describe the components and stages of implementation of the described technology, and justify its effectiveness. The results of a two-year study of the pedagogical potential of the technology in training students of Petrozavodsk State University for international competitions, such as the Amicus Curiae competition for trial lawyers, are given. To prove the statistical significance of the obtained data, Student’s t-test was applied. In the experimental group, after the completion of training, the average arithmetic indicator of the level of competence in reading, writing, speaking and listening in English is 0.84 – 1.33 points, which is a statistically significant result (texpl5>tcrit2.093, with the significance level α = 0.05). The technology proved to be effective for training students’ presentation skills, teamwork, collaboration and interpersonal communication skills, as well as their sense of confidence and self-control. The authors conclude that the inclusion of competitive elements in the learning environment encourages both the development of universal and professional competencies, and the improvement of foreign language proficiency of non-linguistic students.
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Ma, Carol Hok Ka, and Fabia Shuk Ling Cheung. "An Exploratory Study of the Impact of the Summer English Teaching Service-learning Program in a Remote Area of Yunnan Province, China." SHS Web of Conferences 59 (2018): 01005. http://dx.doi.org/10.1051/shsconf/20185901005.
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This exploratory study examines a three-year Summer English Teaching Service-Learning Program (SETSLP) in a high school in Yunnan, China. Students from Lingnan University acted as tutors to teach English to around 300 Chinese students of which 181 participants finished and returned the questionnaires over the three years of SETSLP through a Communicative Language Teaching (CLT) approach from 2009 to 2011. Results showed that CLT significantly (i) increased the students’ self-perceived English abilities in the areas of listening (t = 2.62, p < .05 in 2009; t = 4.60, p < .01 in 2011), comprehension (t = 2.33, p < .05 in 2009; t = 5.16, p < .01 in 2010; t = 7.11, p < .01 in 2011), and oral communication (t = 2.22, p < .05 in 2009; t = 6.39, p < .01 in 2010; t = 7.85, p < .01 in 2011); (ii) increased the students’ confidence in speaking English as most students throughout the three years chose oral ability as their greatest achievement in the program; and (iii) increased the students’ interest and motivation in learning English. Students also revealed that SETSLP increased their interest in English and students were more motivated to learn English (Mean = 8.44, SD = 1.51). Besides, students mentioned that the tutors who participated in the service-learning program, played a crucial role to encourage and motivate them to learn English. This also teaches the students the importance of doing service-learning in their daily life.
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Metruk, Rastislav. "Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives." Journal of Language and Education 6, no. 3 (September 30, 2020): 80–93. http://dx.doi.org/10.17323/jle.2020.10593.
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A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.
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Khoshsima, Hooshang, and Seyyed Morteza Hashemi Toroujeni. "A Comparative Study of the Government and Private Sectors’ Effectiveness in ELT Program: A Case of Iranian Intermediate EFL Learners’ Oral Proficiency Examination." Studies in English Language Teaching 5, no. 1 (February 22, 2017): 86. http://dx.doi.org/10.22158/selt.v5n1p86.
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<p><em>Learning context in which learners learn language skills, especially oral proficiency, is very crucial factor in an English Language Teaching (henceforth ELT) program. In fact, a context of language learning in which communicative principles are provided can be a great help for learners to use the language communicatively in real situations. An ideal learning context requires a friendly environment to provide enough exposure to the language input. Iranian students learn English both in government high schools (henceforth GHS) and private language institutes (henceforth PLI). Two different educational systems with their own special features are applied in two GHS and PLI contexts. Therefore, this study investigated the comparability of two systems regarding their effectiveness difference on speaking performance of the students. In addition to the direct observations and two-stage interviews, a TOEFL speaking test was taken by 220 students of two contexts in Behshahr city located at Mazandaran province. Then, the correlation of 8 internal and external moderator-factors with speaking performance was examined. The results of the independent t-test indicated that there was a statistically significant difference between the speaking performances of the learners of two contexts. Furthermore, Pearson Correlation revealed that some variables might have effect on speaking performance of language learners. </em></p>
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Mykytiuk, Svitlana, Olena Lysytska, Tetiana Melnikova, and Serhii Mykytiuk. "Facebook as a Flexible Ubiquitous Learning Space for Developing Speaking Skills." IAFOR Journal of Education 10, no. 1 (May 27, 2022): 109–33. http://dx.doi.org/10.22492/ije.10.1.06.
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he research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students’ speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners’ impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.
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Medvedeva, Olesya Dmitrievna, and Anna Vladimirovna Rubtsova. "Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education." Education Sciences 11, no. 6 (June 2, 2021): 276. http://dx.doi.org/10.3390/educsci11060276.
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The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students’ opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method’s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach’s alpha, which revealed good reliability of the questionnaire, and t-test showed high efficiency of the technology that improved students’ soft skills.