Debate: One of the Key Factors to Improving Students’ English Language Speaking Skills

Ban, Bunheng; Pang, Sina; Em, Sereyrath

doi:10.58421/gehu.v2i2.69

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…Additionally, this study discovered that prolonged exposure to English does not entitle or ensure students to be proficient language users. Since the students are from communities where English is not the first language, the environment is one of the reasons leading to their lack of proficiency (Ban et al, 2023).…”

Section: Factors Challenging Students In Speaking Englishmentioning

confidence: 99%

Factors causing students’ challenges in learning English speaking skills: A review of empirical works

Ork,

Chin,

Ban

et al. 2024

Journal.CJESS

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Young language learners encounter, comprehend, use, and learn new languages primarily through speaking, which is the active use of language to convey meaning. The spoken form serves as the primary means of language acquisition in the classroom for young learners, rather than being just one part of language acquisition. Speaking issues, however, can pose significant obstacles to effective foreign language learning and communication. No matter how much they know about the English language, students learning English as a foreign language still struggle with speaking. Numerous studies have largely disregarded oral language use in the classroom, with teachers typically using it more frequently than students. However, even when used by teachers, oral language rarely serves as a platform for students to learn new information and explore concepts. Therefore, this article aims to first understand the true nature of these problems and the contexts in which they arise, in order to develop the necessary information to address oral communication issues in an English as a foreign language setting.

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Section: Factors Challenging Students In Speaking Englishmentioning

confidence: 99%

Factors causing students’ challenges in learning English speaking skills: A review of empirical works

Ork,

Chin,

Ban

et al. 2024

Journal.CJESS

View full text Add to dashboard Cite

show abstract

“…Scaffolding strategies have been widely recommended employing in English language education due to the numerous benefits they provide to this field. For instance, implementing scaffolding as a teaching approach within the context of English language training can significantly improve both collaborative learning and collaborative collaboration (Ban et al, 2023;. However, in order to facilitate more effective collaboration among students, teachers provide pupils with methodical direction, ultimately leading to improvements in students' language and cooperation skills (Puntambekar & Hübscher, 2005).…”

Section: The Importance and Implementation Of Effective Scaffolding S...mentioning

confidence: 99%

Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes

Chea,

Kuon

2024

Journal.CJESS

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Teaching mixed-ability English language classes has presented many challenges for teachers to deal with. That said, scaffolding strategies have been recognized for their potential to assist teachers in overcoming such challenges. The current study thus attempts to review the various challenges the teachers encountered in teaching mixed-ability English classes and scaffolding strategies that teachers could adopt to deal with those challenges. The study also aims to review the challenges teachers face when adopting scaffolding strategies. The study clarifies the importance of raising teachers' awareness and readiness to work in mixed-ability English language class settings to reduce the number of students' low learning achievements in lower grade levels and, consequently, to pioneer for higher grade levels. Moreover, teachers could use the results to equip them with the necessary skills to tackle challenges in such classes. The study also contributes to further research on the effects of scaffolding strategies on student performance in the context of Cambodia. Furthermore, the study serves as a useful reference for future research and motivates academics to carry out additional research in the field, particularly among Cambodians, to determine the effects of scaffolding strategies on boosting students' performances and discover a deterrent solution to mixed-level classes. Finally, researchers may conduct future studies using different designs to explore various aspects of scaffolding activities for learning and teaching in Cambodia.

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“…Discussions provide opportunities for learners to practice fluency, pronunciation, and vocabulary while engaging in meaningful discussions. This strategy complements the Jigsaw Method by offering learners a structured platform to apply their acquired knowledge and engage in critical thinking (Ban et al, 2023). By implementing this constructivism-based program, this study aims to address the speaking weaknesses of EFL learners and provide them with the tools and opportunities to develop their speaking skills.…”

Section: Introductionmentioning

confidence: 99%

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

Shalaby,

Badr

2024

Port Said Journal of Educational Research

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The present study aimed to examine whether a suggested program based on constructivist learning activities (CLAs) has any impact on the development of English-speaking skills among secondary school EFL students. The CLAs were implemented in a collaborative learning environment, where learners were encouraged to work together to complete tasks and solve problems. To achieve this objective, a one-group pretest-posttest quasiexperimental design was employed. A single intact class of 30 students served as the sole participant group. To assess learners' speaking proficiency, a pre-post speaking test was developed and administered before and after the program's implementation. A paired-sample t-test was used to analyze the data statistically, and the effect size was calculated using Eta Squared 2. Results showed a positive effect of the suggested program on enhancing English-speaking skills among secondary school EFL students. The findings of the current study have important implications for EFL teachers. They suggest that teachers should use CLAs to develop learners' speaking skills. CLAs provide learners with chances to practice speaking in a wide range of contexts and to receive feedback from their peers and teachers. This can be beneficial for learners to develop their speaking fluency, pronunciation, vocabulary, and grammar.

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Debate: One of the Key Factors to Improving Students’ English Language Speaking Skills

Cited by 6 publications

References 10 publications

Factors causing students’ challenges in learning English speaking skills: A review of empirical works

Factors causing students’ challenges in learning English speaking skills: A review of empirical works

Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes

Enhancing EFL Speaking Skills of Secondary School Students through a Constructivist Learning Activities (CLAs) Program

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