Fostering Oral Communication in English as a Foreign Language in Beninese Secondary Schools: The Case of Some Couffo Schools
Journal Title: Journal of Educational Research and Reviews - Year 2017, Vol 5, Issue 4
Abstract
This study aims at drawing up an inventory of factors that prevent students from speaking English fluently, proposing adequate solutions to these problems, and revealing the impacts that English speaking mastery can have on learners’ future professional, economic and social lives. As such, it intends to verify the problems that English speaking can have despite its importance and propose solutions to create more interaction through communicative language teaching and some teaching strategies. To reach our objective, we have used a mixed research methodology made of questionnaires and interviews. Questionnaires of six questions were addressed to twenty (20) EFL teachers whereas two hundred and fifty (250) questionnaires of seven questions were addressed to EFL students. These two types of respondents were selected from six JHS of Couffo Regions. As for interviewees, they were ten, selected from the same schools. The data collected through the main instruments were discussed based on the research questions. The results, from answers to question N°1 (why foster oral communication), show that 68% of the respondent teachers say that English offers job opportunities and 30% declare that it helps to communicate with the rest of the world. Next, from answers to research question N° 2 (what prevents EFL students from being fluent), it can be retained that 85% of the students addressed anxiety as their main threat (question N°5); 62% say that they feel at ease to speak English only in small groups (question N°3). From teachers, many other reasons were also evoked. 90% of the interviewees declare that students ignore the importance of English in the world and 85% think that negligence and laziness reduce learners’ interest in English. About the last research question, interviewees proposed six solutions. Here, teachers in their answers to questions N°5 reveal that they based the teaching in their interest (55%) and in N°6, 55% say they use Jigsaw to create interaction. In the end, the study draws the conclusion that knowing the “how” is not enough, but both teachers and learners should apply what is required for sound results.
Authors and Affiliations
Akayaou OURSO, Sylvestre TCHAGNONHOU, Claude HOUNYETIN
Keywords
Related Articles
- EP ID EP331646
- DOI -
- Views 116
- Downloads 0
A comparative evaluation of the effectiveness of using daily vise-a-vise weekly lesson plans in teaching of Biology in Ethiopian Secondary Schools
The study was conducted on the comparative evaluation of the utility of the daily vise-à-vise the weekly lesson plans for teaching biology in Ethiopian secondary schools. The objective of the study was to investigate whi...
Implementation of an integrated reflective practice model in higher education pedagogy within the context of a South African tertiary institution
Reflection as educational tool to improve practice has gained impetus and is deemed critical within the context of culturally relevant pedagogy. This article provides an example of a practitioners’ reflection on applied...
Trends of the recorded lectures at An-Najah National University from the staff faculty perspectives
This paper tries to shed light on the trends of recorded lectures, an interdisciplinary research, by the E-Learning Centre, and Faculty of Education and Teacher Training, methods of teaching English from An-Najah Nationa...
Assessment of effect of jigsaw puzzle model on PGDE students’ learning of difficult concept in educational statistics
Determining the effect of anxiety; performance; on instruction given using Jigsaw Puzzle Model (JPM) on Post Graduate Diploma in Education (PGDE) students’ learning of difficult concept in Educational Statistics were amo...
On the problem of terminology selection for EOP teaching
Terminology is a pivotal element in acquisition and perfection of the science and technology language competence. For the EOP teachers and learners, it is extremely critical to present, perceive and assimilate systemic t...