Mohammad Ehsanul Islam Khan, Academician & Researcher; Managing Editor, Journal of ELT and Education, Bangladesh
Hasnahana, MA Student, Macquarie University, Sydney, Australia
The major focus of the current study is to know different students’ perspectives on the different activities, which improve the learners’ speaking skill in the English as Second Language (ESL) or English as Foreign Language (EFL) classrooms that are from different countries and background. The current research paper depicts the innovative activities that help learners’ speaking skill and how these activities can be effective to graduate learners. The obstacles or benefits of those activities are also subjected to be surveyed. This is a qualitative and descriptive study in nature. The researchers selected 15 participants from 12 different countries where there were 3 male and 12 female participants. The data was collected through direct interviews and a focus group discussion (FGD) with open-ended questions. The research is based on the students’ viewpoints of their previous experiences about the activities to improve speaking skill in the ESL/EFL classrooms. Therefore, the manuscript, in fact, deals with different classroom activities to improve speaking skill from the lens of graduate students. As all the students were professionals and were involved in the teaching profession, the researchers tried to depict their past experiences as a student and a teacher as well. Since they are still the students of language background, they could successfully opine for the best activities effective in their respective context of second or foreign language. The findings implicated using activities like- role play, debate, picture description, group activities, drama, competition, presentations, multicultural interactions, answering questions, songs, read aloud task, pair work that are effective as these activities can encourage and motivate by engaging the learners to learn a second or foreign language. Few participants also mentioned the obstacles like lack of confidence, shyness, and communication problem because of different cultural background and opinions and some talked about the benefits.
Keywords: classroom activities, graduate students, speaking skill.
JEL Classification: A23, J24.
Cite as: Khan, M.E.I., Hasnahana (2019). Graduate Learners’ Perspectives of Developing ‘Speaking’ Skill in the Classrooms of Non-native English Speakers. Business Ethics and Leadership, 3(2), 107-112. http://doi.org/10.21272/bel.3(2).107-112.2019.
- Burns, A. & Joyce, H. (1997). Focus on Speaking. Sydney: National Centre for
English Language Teaching and Research.
- Derakhshan, A., Khalili, A. N. & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability. English Language and Literature Studies, 6(2), 177-186.
- Dörnyei, Z. & Ushioda, E. (2013). Teaching and Researching Motivation (Second Ed.), Applied Linguistics in Action Series, Routledge: New York.
- Garg, S., and Gautam, A. (2015). Learning English can change your life for the better. International Journal of English Language, Literature and Humanities, 3(2), 560-568.
- Harmer, J. (2001). The practice of English language teaching (3rd ed). London: Longman.
- Harris, K. A. (1990). Pair Activities in Beginning Adult ESL Classes. Retrieved 10 December 2018 from http://www.calpro-online.org/files/i_presenterpowerpointsandhandouts/i_pdfs_presenterpowerpoints/302_harris_pairwork.pdf.
- Klaeur, C. (1998). Using Games in Language Teaching. Retrieved 25 December 2018 from
- Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, 12(11), 01-08.
- Kim, L. S. (1995). Creative Games for the Language Class. Forum, 33(1), 35.
- Locke, E. A. (1996) Motivation through conscious goal setting. ELSEVIER: Applied and Preventive Psychology, 5(2), 117-124. Available at: https://doi.org/10.1016/S0962-1849(96)80005-9.
- Mahbub-ul-Alam, A. & Khan, M. E. I. (2014). Speaking in a Second Language in Bangladesh. NU Journal of Humanities, Social Sciences and Business Studies, 1(1), 135-142.
- Maley, A., & Duff, A. (2011). Drama techniques: A resource book of communication activities for language teachers (3rd Edition). In P. Ur (Series Ed.), Cambridge Handbooks for Language Teachers, Cambridge: CUP.
- Maximchuk, M. N. (2018). Today’s Theme: The Creation of an Activity to Enhance Speaking in the Classroom. Journal of ELT and Education, 1(1), 29-33.
- Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers, Hertfordshire,
Prentice Hall, 39-62.
- Olana, T., Zeleke, T. & Jiregma, K. (2015). Mother tongue interference in English Language Writing at Derge Secondary School: The Case of Grade 9 Students. Science, Technology and Arts Research Journal, 4(4), 208-214.
- Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching, New York: Cambridge University Press. Available at: http://dx.doi.org/10.1017/CBO9780511667190.
- Ridha, N. (2012). The effect of EFL learners’ mother tongue on their writings in English: An error analysis study. Iraqi Journal of the College of Arts (University of Basrah) 60, 22-45.
- Thyab, R. A. (2016). Mother-Tongue Interference in the Acquisition of English Articles by L1 Arabic Students. Journal of Education and Practice, 7(3), 01-04.
- Ur, P. (1996). A course in language teaching, Cambridge: Cambridge University Press.
- Wonglekha, F. (2010). English Development for Thai Children to ASEAN and Global Arena. Retrieved 15 July 2018 from http://social.obec.go.th/node/89.
- Wright, A., Betteridge, D., and Buckby, M. (1997). Games for Language Learning, Cambridge: Cambridge University Press.
- Yousuf, M. A. (2018). Teaching Efl Speaking at the Tertiary Level: A Study in Bangladesh Context. Journal of ELT and Education, 1(1), 91-100.