Application of Production-Oriented Approach in Seewo IWB Game Activities: An Innovative Strategy for Boosting Middle School Students’ Speaking Competencies
DOI:
https://doi.org/10.17507/jltr.1506.33Keywords:
Production-Oriented Approach (POA), Seewo Interactive Whiteboard (IWB) Games, speaking competencies, middle school students, EFL teachersAbstract
The Production-Oriented Approach (POA), uniquely imbued with Chinese pedagogical characteristics, stands as an innovative teaching method and concurrently occupies a central position in Chinese research endeavours in English education. This study aims to apply POA to middle school EFL classes and utilize comparative experimental data to show the efficiency of this approach in Seewo Interactive Whiteboard (IWB) game-based teaching activities. Despite the widespread recognition of Seewo IWB games’ potential benefits, a notable challenge remains in effectively using them to improve students’ speaking skills. Thus, this research included 120 middle school students as participants and involved comparing controlled and experimental groups. The findings revealed that integrating the POA teaching method improved students’ speaking competencies, fostering a greater interest in learning English.
References
AD, F. I. L., & Jumriani, D. M. (2021). Using Communicative Games to Improve Students’ Speaking Skill at SMPN 2 LAMASI. Interaction: Journal Pendidikan Bahasa, 8(1), 155-162. https://doi.org/10.36232/jurnalpendidikanbahasa.v8i1.1398.
Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56-69. DOI: 10.52462/jlls.4.
Anugrah, N. J., Sumardi, S., & Supriyadi, S. (2019). Integrating “Daily Learn English Application” to Teach Speaking Skill in EFL Classroom. Indonesian Journal of EFL and Linguistics, 4(2), 181. DOI: 10.21462/ijefl.v4i2.163.
Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. Turkish Online Journal of Educational Technology-TOJET, 19(1), 21-39. Retrieved November 25, 2023, from https://eric.ed.gov/?id=EJ1239945.
Du, H. (2022). Research on the Application of Blackboard Writing Images in College English Writing Teaching Aided by “POA” Theory. Mathematical Problems in Engineering. https://doi.org/10.1155/2022/6829622.
Ellis, R. (2017). The production-oriented approach: moving forward. Chinese Journal of Applied Linguistics, 40(4), 454-458. https://doi.org/10.1515/cjal-2017-0027.
Fu, H., & Li, X. (2021). Spoken English Training of Winter Olympics Volunteers Based on Production-Oriented Approach. Open Journal of Modern Linguistics, 11(3), 327-334. DOI: 10.4236/ojml.2021.113026.
Huang, Y. (2020). Investigation on the Effectiveness of “Production-oriented Approach” in Senior High School English Writing Expression Strategies. In 2020 Conference on Education, Language and Inter-cultural Communication (pp. 246-253). Atlantis Press. DOI: 10.2991/assehr.k.201127.049.
John, E., & Yunus, M. M. (2021). A systematic review of social media integration to teach speaking. Sustainability, 13(16), 9047. https://doi.org/10.3390/su13169047.
Khansir, A. A., & Pakdel, F. (2018). Place of error correction in English language teaching. Educational Process: International Journal, 7(3), 189-199. Retrieved February 25, 2024, from https://www.ceeol.com/search/article-detail?id=702434.
Laia, B. (2019). Improving the Students’ Ability in Speaking by Using Debate Technique at the Tenth Grade of SMK Negeri 1 Aramo. Scope: Journal of English Language Teaching, 4(1), 1-9.
Lin, Q. (2020). A Study on the Practice of Private College English Intensive Reading Flipped Classroom Based on Production Oriented Approach. In 2020 International Conference on Big Data and Informatization Education, pp. 267-270. DOI: 10.1109/ICBDIE50010.2020.00068.
Liu, G., & Cao, H. (2021). The application of POA-based reciprocal teaching model in Chinese senior high school English writing class. Theory and Practice in Language Studies, 11(8), 891-900. DOI: https://doi.org/10.17507/tpls.1108.04.
Lu, J. (2022). Localizing Task-Based Language Teaching in China’s Examination-oriented Context (Doctoral dissertation). University of Hong Kong.
Luo, Z., Tan, X., He, M., & Wu, X. (2023). The Seewo Interactive Whiteboard (IWB) for ESL teaching: How useful it is?. Heliyon, 9(10). https://doi.org/10.1016/j.heliyon.2023.e20424.
Maca, S. (2020). Teaching English speaking skill through pair and group interview techniques. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 329-337. DOI: https://doi.org/10.30605/25409190.192.
MacIntyre, P. D., Ayers-Glassey, S., Lowie, W., Michel, M., Rousse-Malpat, A., Keijzer, M., & Steinkrauss, R. (2020). Competence appraisals: dynamic judgement of communication competence in real time. Usage-based dynamics in second language development, 155-175. Deanta global publishing services.
Meng, H., Tang, M., & Wu, M. (2021). Current situation on exam-oriented education in China and the outlook for quality-oriented education. In 2021 3rd International Conference on Literature, Art and Human Development, pp. 325-331. Atlantis Press. DOI: 10.2991/assehr.k.211120.060.
Newton, J., & Nguyen, B. T. T. (2019). Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school. Language Teaching for Young Learners, 1(1), 34-56. https://doi.org/10.1075/ltyl.00004.new.
Pacatang, H. G., & Pandi-Ruedas, P. J. (2024). Gamification in English online learning: A phenomenological study. Ignatian International Journal for Multidisciplinary Research, 2(4), 152-176. https://doi.org/10.17613/k4cs-d728.
Pambudi, N. (2020). Facilitating the students’ English speaking skills through free talk program with foreigners at Nong Nghiep homestay (Doctoral dissertation), Vietnam state Islamic university.
Pangket, W. (2019). Oral English proficiency: Factors affecting the learners’ development. International Journal of Science and Management Studies, 2(2), 88-98. Retrieved February 27, 2024, from www.ijsmsjournal.org.
Qin, Y. Z., & Liu, C. X. (2015). The application of survey questionnaires in the analysis of middle school English teaching. Heilongjiang Higher Education Research, 3, 161-162.
Salem, H. (2019). Libyan lecturers’ perceptions of the use of technology in classrooms to support teaching English as a foreign language: a case study in a Libyan university (Doctoral dissertation), University of Huddersfield.
Seewo company. (2024). Seewo IWB gaming types, Retrieved February 20, 2024, from https://www.seewo.com/en/.
Sentishcheva. (2021). Communicative approach in the process of teaching. In Молодежь и наука: шаг к успеху, pp. 294-297. Retrieved March 5, 2024, from https://www.elibrary.ru/item.asp?id=45605517.
Shah, S. H., Shaikh, P. A., & Khan, S. K. (2022). The impact of direct and traditional Grammar translation methods on the student’s performance at secondary level: An empirical evidence from Balochistan. Pakistan Journal of Educational Research, 5(2). https://doi.org/10.52337/pjer.v5i2.534.
Sheng, P., & Zhang, S. L. (2020). A study on the correlation between academic performance and high school English final exam scores. Educational Research and Experiment, 84-87.
Sun, L., & Asmawi, A. (2021). A literature review of studies on production-oriented approach (POA) in China. International Journal of Linguistics, Literature and Translation, 4(6), 74-81. https://doi.org/10.32996/ijllt.2021.4.6.9.
Terrell, J. P. (2023). A Qualitative Descriptive Case Study of Special Education Teachers’ Experiences Utilizing Interactive Whiteboards for Students with Autism Spectrum Disorder in Elementary Self-Contained Classrooms (Doctoral dissertation), Liberty University.
Wangmo, S., Daker, S., & Wangmo, K. (2023). Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools. Asian Journal of Education and Social Studies, 42(4), 124-143. https://doi.org/10.9734/ajess/2023/v42i4929.
Wanlu, L. (2021). The application of input and output theory to primary English teaching. In 2021 6th International Conference on Social Sciences and Economic Development, pp. 34-40. Atlantis Press. DOI: 10.2991/assehr.k.210407.008.
Wen, Q. F. (2013). Developing a theoretical system of production-oriented approach in language teaching. Foreign Language Teaching and Research, 4(47), 547-558. Retrieved March 2, 2024, from http://journals.cambridge.org/abstract_S026144481600001X.
Wen, Q. (2017). The production-oriented approach: A pedagogical innovation in university English teaching in China. In Faces of English education (pp. 91-106). Routledge. https://doi.org/10.4324/9781315205618.
Wen, Q. (2018). The production-oriented approach to teaching university students English in China. Language Teaching, 51(4), 526-540. https://doi.org/10.1017/S026144481600001X.
Xue, R. (2019). On the communicative speaking test and its scoring methods. Foreign Language Education, 62-66. Retrieved March 3, 2024, from https://www.doc88.com/p-3347646335880.html?r=1.
Yi, X. (2022). A Study on Teaching Design of Senior High School English Writing Based on POA. US-China Foreign Language, Vol. 20, No. 4, 161-166. DOI:10.17265/1539-8080/2022.04.005.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational research review. https://doi.org/10.1016/j.edurev.2020.100326.
Zhang, Y. (2022). The Application of Production-oriented Approach Assessment in Senior High School English Reading Teaching. Retrieved March 2, 2024, from http://www.bryanhousepub.org.
