The Pros and Cons of Teaching English Language Speaking Skills Online From the Points of View of EFL Teachers at King Khalid University’s (KKU’s) Tehama Campus
DOI:
https://doi.org/10.17507/jltr.1501.32Keywords:
pros & cons, productive, online, receptiveAbstract
English language skills are generally divided into two groups: receptive skills (listening and reading) and productive skills (speaking and writing) with productive skills being the more problematic area for both teaching and learning. Therefore, along with a competent teacher, students need intensive practice to excel in productive skills. With the COVID-19 pandemic in 2020 affecting all sectors of the educational field, the world was forced to shift from face-to-face classroom learning to online learning. As a result, instructors and students struggled to achieve their goals as many problems evolved, particularly in teaching productive English language skills. This study explores the pros and cons of teaching English language speaking skills online from the points of view of EFL teachers at King Khalid University’s Tehama Campus. To get the results of this study, researchers used the systematic descriptive analytical approach using a questionnaire to collect the data. Results were analyzed using the Statistical Package for Social Sciences (SPSS). Findings revealed many pros of teaching English speaking skills online such as developing students’ motivation, confidence, competence, and pronunciation, enriching their vocabulary, saving their energy spent in commuting, and overcoming speaking problems. These pros were compared to the fewer cons which included a lack of facial expressions and body language.
References
Albaqami, S. E., & Alzahrani, D. (2022). Transition to Online EFL Teaching in Saudi Arabian Universities during the COVID-19 Outbreak. Arab World English Journal, Special Issue 2, 216–232. Retrieved Oct 23, 2023, from. https://doi-org.sdl.idm.oclc.org/10.24093/awej/covid2.14
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), 353–364.
Al Mahmud, F. (2022). Teaching and Learning English as a Foreign Language Speaking Skills through Blackboard during COVID-19. Arab World English Journal Special Issue on CALL, (8), 214–230. Retrieved Oct 23, 2023, from https://doi-org.sdl.idm.oclc.org/10.24093/awej/call8.15
Alolaywi, Y. (2021). Teaching Online during the COVID-19 Pandemic: Teachers’ Perspectives. Journal of Language and Linguistic Studies, 17(4), 2022–2045.
Alrasheedi, S. (2020). Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners. Arab World English Journal, 11(4), 66–77.
Alzamil, A. (2021). Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic. Arab World English Journal, 12(1), 19–27. Retrieved Oct 23, 2023, from https://doi-org.sdl.idm.oclc.org/10.24093/awej/vol12no1.2
Garcia, E. P., & Sanchez Manzano, M. J. (2015). Situational Factors Influencing Learner Motivation Towards Developing the Speaking Skill in the EFL Classroom. RaeL: Revista Electronica de Linguistica Aplicada, 14, 82–95. Retrieved Oct 23, 2023, from https://link.gale.com/apps/doc/A524466016/AONE?u=googlescholar&sid=googleScholar&xid=4e53b735
Gupta, A., & Chopra, K. (2022). Online Classrooms: A Research Study to understand factors affecting Students’ motivation towards E- Learning Cardiometry, 23, 686–698. Retrieved Oct 23, 2023, https://doi 10.18137/cardiometry.2022.23.686698
Hamad M. , Dafaallah S. & Alhaj A. (2021).The Challenges of Online English Language Teaching From EFL Instructors’ Point of View in KKU, Tehama Campus During COVID 19 Period Journal of Language Teaching and Research, Vol. 12, No. 4, pp. 543-556, July 2021 Retrieved Oct 23, 2023, from DOI: http://dx.doi.org/10.17507/jltr.1204.04
Hamad M. & Alnuzaili E. S. (2022).The Effect of Using Simulation Strategy in Developing English as a Foreign Language Speaking Skill, Journal of Language Teaching and Research, Vol. 13, No. 1, pp. 198-206, Retrieved Oct 23, 2023, from https://doi.org/10.17507/jltr.1301.23
Heba Abdullah Al-safadi, Mohammad S. Abu Shgair, & Khalil S. Al Qatawnih. (2023). The Effectiveness of Designing E-Learning Environment based on Mastery Learning and Artificial Intelligence on Developing English Speaking Skills among Tenth Graders in Palestine. IUG Journal of Educational & Psychological Studies, 31(1), 475–507.
Indarto, K., Ratnawati, S., Ati, N. U., & Putriyanti, A. (2022). Implementation of Online Learning Policy in Indonesia. Journal of Syntax Literate, 7(10), 15062–15069.
Irene Maria C.R. (2021). Using Communicative Approach in Teaching Speaking Competence of Young Learners through Home-based Learning ,International Seminar on Language, Education, and Culture, KnE Social Sciences, pages 145–159 Retrieved Oct 23, 2023, from https://doi-org.sdl.idm.oclc.org/10.18502/kss.v5i3.8535
Koyak, Y., & Üstünel, E. (2020). Recorded Motivational Videos to Improve the Speaking Skills of Adult Learners. Online Submission, 5(2), 79–98.
Negoescu, A. G., Boștină-Bratu, S., & Larissa Morar, L. (2021). Reflections on Teaching Speaking for EFL Students in an Online Environment. International Conference Knowledge-Based Organization, 27(2), 160–164. Retrieved Oct 23, 2023, from https://doi-org.sdl.idm.oclc.org/10.2478/kbo-2021-0066
Ramadhani, R., Sihotang, S. F., Bina, N. S., Rusmini, Harahap, F. S. W., & Fitri, Y. (2021). Undergraduate Students’ Difficulties in Following Distance Learning in Mathematics Based on E-Learning During the Covid-19 Pandemic. TEM Journal, 10(3), 1239–1247 Retrieved Oct 23, 2023, from https://www.temjournal.com/content/103/TEMJournalAugust2021_1239_1247.pdf
Santhanasamy, C., & Yunus, M. M. (2022). A systematic review of flipped learning approach in improving speaking skills. European Journal of Educational Research, 11(1), 127-139. Retrieved Oct 23, 2023, from https://doi.org/10.12973/eu-jer.11.1.127
Selelo, M. E., & Manamela, M. G. (2022). Coining Online Teaching and Learning in Higher Education: Reference to COVID-19 Pandemic in South Africa. International Journal of Social Sciences & Educational Studies, 9(2), 53–62. Retrieved Oct 23, 2023, from https://doi-org.sdl.idm.oclc.org/10.23918/ijsses.v9i2p53
Sheerah, H. A. H., & Yadav, M. S. (2022). An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: A Case Study at Applied College. Arab World English Journal, (AWEJ) Special Issue on CALL, (8), 274-298 Retrieved Oct 23, 2023, from https://dx.doi.org/10.24093/awej/call8.19
Tan, C., Casanova, D., Huet, I., & Alhammad, M. (2022). Online Collaborative Learning Using Microsoft Teams in Higher Education amid COVID-19. International Journal of Mobile and Blended Learning, 14(1) Retrieved Oct 23, 2023, from https://eric.ed.gov/?id=EJ1343597
Toleuzhan, A., Sarzhanova, G., Romanenko, S., Uteubayeva, E., & Karbozova, G. (2023). The Educational Use of YouTube Videos in Communication Fluency Development in English: Digital Learning and Oral Skills in Secondary Education. International Journal of Education in Mathematics, Science and Technology, 11(1), 198–221.
Truong, M. T., & Murray, J. (2019). Understanding Language Teacher Motivation in Online Professional Development: A Study of Vietnamese EFL Teachers. TESL-EJ, 23(3).
Yesilçinar, S. (2019). Using the Flipped Classroom to Enhance Adult EFL Learners’ Speaking Skills. PASAA: Journal of Language Teaching and Learning in Thailand, 58, 206–234.
