Unlocking the Potential: Exploring EFL Instructors' Perception in Enhancing Oral Proficiency of Saudi EFL Learners
DOI:
https://doi.org/10.17507/jltr.1503.28Keywords:
EFL, ELLs, oral communication, speaking skill, instructorsAbstract
This study examines English language teachers' perceptions of their instructional strategies in daily English as a Foreign Language classroom instruction in Saudi Arabia. The study focuses on three aspects of second language learning: lesson planning, classroom management, and external pressures from tests and assessments. Ten EFL teachers were chosen randomly based on specific criteria such as having at least three years of teaching experience, no familiarity with the research, and currently engaged in full-time EFL instruction for Saudi students. Semi-structured interviews were used in the study, each lasting approximately 55 minutes. The information was gathered in three stages: deconstruction, coding, and incorporation into the larger dataset. The study concluded that teachers play a vital role in the language classroom, implementing instructional practices to prepare students for exams and other academic demands. In conclusion, improving English speaking skills is essential for success in today's competitive global world. Teachers should embrace pedagogical approaches, prioritizing learning and incorporating diverse activities to engage students and foster creativity.
References
Beltrán, E.V. (2000). Roles of teachers A case study based on: Diary of a language teacher (JOACHIM APPEL 1995). Semantic Scholar. Retrieved November 11, 2023, from https://www.semanticscholar.org/paper/Roles-of-teachers-A-case-studybased-on%3A-Diary-of-a-Beltr%C3%A1n/11fbda2d6dffe1a965b31e32689576ade2ee74a0
Brown, G. A., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Brown, H. D. (2004). Language Assessment Principles and Classroom Practices. London: Pearson Edition.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers. Cambridge: Cambridge University Press.
Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon.
Cheung, A., & Hennebry-Leung, M. (2020). Exploring ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong. Language Teaching Research, 23, 1-18. https://doi.org/10.1177/1362168820933447
He, L., & Chen, D. (2017). Developing common listening ability scales for Chinese learners of English. Language Testing in Asia, 7(1), 1-12. https://doi.org/:10.1186/s40468-017-0033-4
Jackson, R. R. (2018). Never Work Harder Than Your Students and Other Principles of Great Teaching. ASCD.
Khamkhien, A. (2010). Teaching English speaking and English-speaking tests in the Thai context: A reflection from Thai perspectives. English Language Journal, 3(1), 184-200. DOI:10.5539/ELT.V3N1P184
McLaren, N., Fernández, M. D., & González, B. A. (2005). TEFL in Secondary Education. Granada: Universidad, 2005.
Ming, S., & Wang, Q. (2017). Teaching large classes in Chinese high schools: What do teachers say and do? Chinese Journal of Applied Linguistics, 40(2), 145-166. https://doi:10.1515/cjal-2017-0009
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
Rao, S. P. (2018). Developing Speaking Skills in ESL or EFL Settings. International Journal of English Language, Literature and Translation Studies, 5(2), Pp. 286-293. DOI Number: https://doi.org/10.33329/ijelr.52.286orhttp://www.ijelr.in
Rao, S. P. (2019). The Role of Teachers in Developing Speaking Skills in English language classrooms. Academician, SAARJ Publications, 8(12), 84-96. DOI Number: 10.5958/2249- 7137.2018.00068.X, www.saarj.com
Richards, J. C., & Richards, J. C. (1990). The Language Teaching Matrix. Cambridge University Press.
Robert, R., & Meenakshi, S. (2022). Rereading oral communication skills in English language acquisition: The unspoken spoken English. Theory and Practice in Language Studies, 12(11), 2429-2435. doi: https://doi.org/10.17507/tpls.1211.25
Rost, M. (2015). Teaching and Researching Listening. Routledge.
Sato, T., & McNamara, T. (2019). What counts in second language acquisition? The perspective of linguistic laypersons. Applied Linguistics, 40(6), 894-916.
Tsang, A. (2017). EFL/ESL teachers’ general language proficiency and learners’ engagement. RELC Journal, 48(1), 99-113. https://doi.org/10.1177%2F0033688217690060
Wallace, C. Reading. R. Carter & D. Nunan (Eds.). (2010). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University.
Wang, S. (2019). Student-centered teaching, deep learning and self-reported ability improvement in higher education: Evidence from mainland China. Innovations in Education and Teaching International, 56(5), 581-593. https://doi.org/10.1080/14703297.2018.1490662
Wolf, M., & Butler, Y. G. (2017). An overview of English language proficiency assessments for young learners. In M. K. Wolf & Y. G. Butler (Eds.), English language proficiency assessments for young learners, 3-21. Routledge. http://dx.doi.org/10.4324/9781315674391-1
