English Language Speaking Skill Issues in an EMP Context: Causes and Solutions

Abstract

A good start in researching on language teaching and learning issues is to first analyse target learners’ actual performance and their needs. This mixed-methods 2-cycle study is aimed to analyse medical-college students’ language needs through two instruments—a self-rated report and a guided focus group. Out of the main four language skills (speaking, reading, listening, and writing), Cycle 1 aimed at exploring the most trouble-provoking skill for EMP students through a 7-item rating report with a sample of 45 participants. Based on the results of Cycle 1 which labelled speaking as the most problematic language skill for the target learners, Cycle 2 proceeded with 9 interviewees to narrow the study focus on the factors contributing to the inefficiency of speaking skills among EMP learners, discussing solutions from the learners’ perspectives. Pedagogically, this research helps practitioners innovate and integrate new techniques in language teaching and learning to overcome the issue of students’ speaking performance that has been deemed below expectations.

Hands-on: Elevating the Quality of Classroom Participation through Challenge-Action-Result Technique in English-Medium Instruction to Medical Arab Students

“…So, it is the role of language teachers to facilitate every single source and channel for the sake of improving their students' performance. Teachers can also utilize interactive smartphone applications to assist them in attaining these objectives (Abugohar, Yunus & Rashid, 2019a).…”

Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

“…The face of the contemporary classroom is ever-changing, and this change requires innovation in the educational process. Handheld technologies have pervasive properties that can control modern era [55]. ELT using such tools has the potential to be significant and even revolutionary in ESL/EFL effective pedagogy, providing better learning opportunities, and aligning teaching practices with the real-life stream by allowing students to use their devices as learning aids in a way that breaks down the barriers between scholastic environment and real life, in which mobile technology is integrated into most spheres of work and leisure.…”

“…This can promote the oral production issues that were deemed crucial and problematic for language learners as concluded by [54]. [55] advocate that the potential for learning with mobile technology has been equated with "21st century learning skills". Although multiple components constitute 21st century learning skills, many frameworks identify creativity, collaboration, coconstruction of knowledge, and an inquiry approach to learning [56] as key or critical components.…”

“…They stressed on the vital role played by handheld devices outside language classrooms in no less than inside classrooms. According to [55], for adult language students specifically, the BlackBerry™ mainly served as a tool for communication and collaboration outside classrooms, whilst implementing the iPod was significantly more effective within classroom practices with limited use beyond classrooms.…”

EFL Teachers’ Perceptions of Information Gap Activities in Teaching Speaking and Their Reflections on the Use of These Activities in Their Classrooms

“…It is also related to prosodic features such as intonation, pitch, word stress and so on. According to Mazouzi (2013), learners' activities should be developed in relationship of accuracy and fluency achievements (Abugohar et al, 2019).…”