Factors Contributing to the Gap Between Listening and Speaking Skills Performance Among University Students Post COVID-19
DOI:
https://doi.org/10.17507/jltr.1305.04Keywords:
listening skill, speaking skill, gap, traditional classroom, non-linguistic factors, post COVID-19, recommendationsAbstract
The present study explores the improvement in speaking skill as compared to the listening skill in EFL traditional classrooms post COVID-19. In this context, the grades of 168 female students at the intermediate level at the department of English language, faculty of languages and translation, King Khalid University were analyzed. A comparative analysis of the data of both listening and speaking exams was conducted to find out the gap between both skills. The data were gathered then analyzed using the SPSS statistical analysis and Pearson correlation coefficient to determine the relationship between the variables. The results indicated that students’ listening exam grades are better than their speaking grades. The investigations suggest that nonlinguistic factors (i.e. anxiety, stress because of speaking in front of the class, and other psychological fears) significantly affect the students’ speaking skill. The students were also requested to complete a survey about their experiences with traditional speaking sessions and face-to-face speaking exams. The study is both descriptive as well as prescriptive. It describes the current situation of the gap between students’ skills and the nonlinguistic factors resulting in students’ lower grades in speaking as compared to the listening skill. It ends up with suggesting some guidelines to help teachers improve their students’ speaking skill and overcome their fears of face-to-face speaking exams especially after a long period of virtual learning and examination environment. The study provides invaluable insights to make the best possible, data-based recommendations to optimize speaking skill in EFL traditional classrooms.
References
Al-Ahdal, A., Alfallaj, F., Al-Awaied, S., & Al-Hattami, A. (2014). A comparative study of proficiency in speaking and writing among EFL learners in Saudi Arabia. American International Journal of Contemporary Research, 4(2), 141-149. Retrieved on February 24, 2022
Alharbi, H. A. (2015). Improving Students' English Speaking Proficiency in Saudi Public Schools. International Journal of Instruction, 8(1), 105-116. https://doi.org/10.12973/iji.2015.818a
Ali, J. K. M., Shamsan, M. A., Guduru, R., & Yemmela, N. (2019). Attitudes of Saudi EFL learners towards speaking skills. Arab World English Journal, 10(2), 53-264. https://dx.doi.org/10.24093/awej/vol10no2.27 Retrieved on February 24, 2022
Al-Jamal, D. A., & Al-Jamal, G. A. (2014). An Investigation of the difficulties faced by EFL undergraduates in speaking skills. English Language Teaching, 7(1), 19-27. Retrieved on February 24, 2022
[5] Al-Jarf, R. S. (2021). EFL speaking practice in distance learning during the Coronavirus pandemic 2020-2021. International Journal of Research - GRANTHAALAYAH, 9(7), 179-196. Doi:10.2139/ssrn.3900425 Retrieved on February 24, 2022
Alsaedi, A. (2012). The teaching of EFL speaking in developed secondary public schools for females in Saudi Arabia: A case study, (Unpublished doctoral dissertation). University of Southampton, Southampton, UK. Retrieved on February 28, 2022
Alzamil, A. (2021). Teaching English speaking online versus face-to-face: Saudi students’ experience during the COVID-19 pandemic, Arab World English Journal (AWEJ), 12(1), 19-27. Retrieved on February 24, 2022
Ariyanti, A. (2016). Psychological factors affecting EFL students’ speaking performance. ASIAN TEFL Journal of Language Teaching and Applied Linguistics, 1(1), 91-102. Retrieved on February 24, 2022
Bozorgian, H. (2012). The relationship between listening and other language skills in international language testing system. Theory and Practice in Language Studies, 2(4), 657-663. http://dx.doi.org/10.4304/tpls.2.4.657-663 Retrieved on February 24, 2022
Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
Buck, G. (2001). Assessing listening. Cambridge, UK: Cambridge University Press. Retrieved on January 8, 2022
Campbell,S. & Larson, J. (2013). Public Speaking Anxiety: Comparing Face to Face and Web- Based Speeches. Journal of Instructional Pedagogies, 10. https://files.eric.ed.gov/fulltext/EJ1097130.pdf Retrieved on February 18, 2022
Castillo, M. I. (2016). Using a Virtual World as a Communication Space to Supplement an Online Course Platform for Teaching Oral Communication Skills to Adult English as a Second Language Learners. Ed.D. Dissertation, Texas A & M University – Kingsville. ERIC ED596393. Retrieved on February 18, 2022
Celik, O., & Yavuz, F. (2015). The Relationship Between Speaking Grades and Listening Grades of University Level Preparatory Students. Procedia, 197, 2137-2140. https://doi.org/10.1016/j.sbspro.2015.07.339 Retrieved on January 8, 2022
Côté, S., & Gaffney, C. (2021). The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation, The Language Learning Journal, 49(1), 105-116, DOI: 10.1080/09571736.2018.1484935 Retrieved on January 17, 2022
Dirjal, A. H., Ghapanchi, Z., & Ghonsooly, B. (2021). The Role of Skype in Developing Listening and Speaking Skills of EFL Learners, Multicultural Education, 7(1), 177-190 Retrieved on January 3, 2022
Demir, S. (2017). An evaluation of oral language: The relationship between listening, speaking and self-efficacy. Universal Journal of Educational Research. 5(9), p.1457-1467.Doi: 10.13189/ujer.2017.050903. Retrieved on February 18, 2022
Erickzon, D. A. C. (2015). The relationship between listening proficiency and speaking improvement in higher education: Considerations in assessing speaking and listening. Higher Learning Research Communications. 5(2), p. 34-56. http://dx.doi.org/10.18870/hlrc.v5i2.236. Retrieved on January 8, 2022
Fansury, A. H., Januarty, R., & Ali Wira Rahman, S. (2020). Digital content for millennial generations: Teaching the English foreign language learner on COVID-19 pandemic. Journal of Southwest Jiaotong University, 55(3), 1-12. https://doi.org/10.35741/issn.0258- 2724.55.3.40 Retrieved on February 18, 2022
Feyten, C. (1991). The power of Listening ability: An overlooked dimension in language acquisition. The modern language journal, 75(2), 173-180. http://dx.doi.org/10.1111/j.1540-4781.1991.tb05348.x Retrieved on February 18, 2022
Fulcher, G. (2003). Testing Second Language Speaking. Harlow: Pearson Education.
Galindo, C., Gregori, P., Martínez, V. (2020). Using videos to improve oral presentation skills in distance learning engineering Master’s degrees. International Journal of Mathematical Education in Science and Technology, 51(1), 103-114. Retrieved on February 18, 2022
Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey, Journal of Further and Higher Education, 45(9), 1281-1293, DOI: 10.1080/0309877X.2021.1948509 Retrieved on February 18, 2022
Harandi, S. R. (2015). Effects of e-learning on students’ motivation. Procedia-Social and Behavioral Sciences, 181, 423-430. https://doi.org/10.1016/j.sbspro.2015.04.905 Retrieved on February 11, 2022
Jaiyote, S. (2015). The Relationship Between Test-Takers’ L1, Their Listening Proficiency and Performance on Paired Speaking Tests. English Language Assessment Research Group, British Council. Retrieved from https://www.britishcouncil.org/exam/aptis/research/publications/relationship-between-l1-and-listening-proficiency Retrieved on February 18, 2022
Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall International.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Longcope, P. (2009). Differences between the EFL and the ESL language learning context. Studies in Language and Culture, 30(2), 203-320. Retrieved from http://ir.nul.nagoya-u.ac.jp Retrieved on February 20, 2022
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal (AWEJ), 11(4), 351-362. Retrieved on February 18, 2022
Manurung, Y. H., & Izar, S. L. (2019). Challenging Factors Affecting Students’ Speaking Performance. Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. DOI 10.4108/eai.19-7-2019.2289545 Retrieved on February 18, 2022
Mendelssohn, D. (1989). Testing should reflect teaching. TESL Canada Journal, 7(1), 95-108. Retrieved from http://teslcanadajournal.ca/index.php/tesl Retrieved on February 18, 2022
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York, NY: Routledge.
Noblitt, J. S. (1995). Cognitive approaches to listening comprehension. In R. M. Terry (Ed.). Dimension ’95: The future is now. Select Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers’ Association. Valdosta, GA: SCOLT.
Palmer, E. (2014). Teaching the core skills of listening and speaking, Ascd Alexandria, VA USA.
Pinem, Y. (2014). The Correlation between Listening and Speaking Among High School Students. ELTICS Journal, 1(1), 12-23. Retrieved on February 11, 2022
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. New York, NY: Cambridge University Press.
Rohaizat, R., Nie, A., &Yunus, M. (2021). Instagram Interactive Face Filter to Motivate Speaking Skill among Year 5 ESL Learners in Rural Sabah: Pupils Perception. International Journal of Academic Research in Business and Social Sciences, 11(7), 1286-1296. Retrieved on February 18, 2022
Vandergrift, L. (2004). Listening to learn or learning to listen, Annual Review of Applied Linguistics, 24, 3- 25. http://dx.doi.org/ 10.1017/S0267190504000017 Retrieved on February 18, 2022
Volle, L. (2005). Analyzing oral skills in voice e-mail and online interviews. Language Learning & Technology, 9(3), 146-163. Retrieved on February 18, 2022
Zhang, Y. (2009). An Experimental Study of the Effects of Listening on Speaking for College Students. English Language Teaching, 2(3), 194-204. https://doi.org/10.5539/elt.v2n3p194 Retrieved on February 11, 2022
