Teaching Speaking Skills: Practices and Techniques in Rural Schools

doi:10.7176/jep/10-29-15

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…Thirdly, most teaching speaking practices these days are too teacher-centered (Krish et al, 2019). Kashinathan and Abdul Aziz (2021) assert that teachers persist in using traditional classroom practices to prepare students for examinations despite their motivation to create communicative language teaching into their classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Digital Multimodal Composing Technique to Enhance the Speaking Performance of Low-Proficiency Students: A Conceptual Paper

OMAR SALLEH,

NGUI

2023

IJELP

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Issues and challenges surrounding the area of speaking skills are seems to be more demanding. However, the advances in technology have provided more opportunities for ESL learners to explore their academic potential as it offers multimodal spaces to boost learning. Technology is known for being capable to cater to various learning styles. One of the technological advances to enhance learning ability is through the digital multimodal composing technique. It incorporates images, sound, animation, and texts into their tasks, thus promoting creativity among learners. Therefore, this paper will propose a conceptual framework to visualise a research project and the way it puts into action. The proposed framework has been developed based on the digital multimodal composing (DMC) technique into the speaking classroom. It is believed that DMC technique could potentially enhanced speaking performance among the low proficiency students. Based on the framework, the DMC technique will serve as the treatments by incorporating the basis of multimodal approach into the speaking tasks. Tasks are designed based on the current social media trends so that students could relate their existing knowledge into learning. More interestingly, DMC speaking tasks could be completed using their own gadgets to create more opportunities for students to explore learning inside and outside classroom context. The proposed framework would benefit the English teachers in the multimodal-based instructions and provide ways to improve necessary aspects in the use of educational technology for more impactful ESL classroom teaching and learning.

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Section: Literature Reviewmentioning

confidence: 99%

Using Digital Multimodal Composing Technique to Enhance the Speaking Performance of Low-Proficiency Students: A Conceptual Paper

OMAR SALLEH,

NGUI

2023

IJELP

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“…Frequent implementation of the traditional teaching methods by English teachers in the rural areas had demotivated the rural pupils. Studies displayed that English teachers especially from the rural areas often revert to traditional speaking activities like Question and Answer (Krish et al, 2019;Mohmmed, 2020). Among factors that contributed to these teachers' overemployment of traditional teaching methods are the absence of proper facilities and unstable internet connection in the rural areas (Mulyono et al, 2021;Jati et al, 2019;Oh et al, 2022).…”

Section: Teaching and Learning Of Speaking Skill For Rural Pupilsmentioning

confidence: 99%

Teachers’ Perceptions towards Social Networking Sites in Teaching English Speaking Skill in Rural Areas of Sarawak

Wong¹,

Yunus²

2023

IJARPED

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This Cross-Sectional Survey Research purported to investigate Sarawak rural English teachers' perceptions and possible challenges they faced when using Social Networking Sites (SNSs) to teach the speaking skill. The teaching of speaking skill has become imperative along with the abolishment of the standardise exams but the rural pupils still suffer from poor command of English. This demonstrated the need to employ newer teaching methods like SNSs in the rural classrooms. This research was conducted in 311 rural schools in Sarawak involving at least one English teacher from each school. A survey questionnaire was designed via Google Form and distributed to these schools. It had a return rate of 87.7% with 323 respondents. The data obtained was descriptively analysed through frequencies, percentages, and mean score interval. Findings of the study demonstrated that the Sarawak rural English teachers had moderately high perceptions on the use of SNSs based on the four elements of TAM 1. These teachers also encountered three main challenges during the implementation of SNSs namely hardware concerns, lack of readiness, and pupils' view. This study had added value to the 21st century teaching methodologies and could act as a base for future studies utilizing SNSs in the rural areas.

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“…As a fact, school learning success is not solely dependent on the kind of teaching that takes place in the classroom, but mostly dependent on the dominant strategies that students use to cope with the enormous demands of learning. The term learning strategies, as used in this work, refers to practices that students use to learn (Krish, Zubaidah & Pakrudin, 2019). There are three types of learning strategies (cognitive, metacognitive, and resource management learning strategies), which this study used.…”

Section: Introductionmentioning

confidence: 99%

Factors that Influence Learning Strategy Use among Senior High School Economics Students in Ghana: A Quantitative Approach

Owusu

Cobbold²

2020

IJLTER

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The purpose of this study was to investigate factors that influence Senior High School (SHS) economics students' use of learning strategies. We conducted the study using 668 final year economics students drawn from 24 public and private SHSs in the Central Region of Ghana. A questionnaire was used to collect data, which was analyzed using multiple regression analysis. The results showed that learning style and teaching method influence students' choice of cognitive learning strategies. Also, learning styles, teaching method, motivation to study the subject, and student-status significantly influence students' use of metacognitive strategies. Finally, the study showed that learning style, teaching method, motivation, student-status, and school-type significantly explain variability in resource management learning strategies of Economics students. The study, therefore, suggested that teachers should adopt practices that actively engage students in a class. Also, teachers, heads, and parents of students should motivate students to develop an interest in studying economics. Also, the study recommended that government and school authorities should formulate and implement policies that provide similar learning opportunities for day and boarding students since all students irrespective of their status, require equal opportunities to unearth their learning potentials. Finally, based on the findings, a conceptual model was developed to enhance learner autonomy through the use of metacognitive strategies.

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Teaching Speaking Skills: Practices and Techniques in Rural Schools

Cited by 3 publications

References 9 publications

Using Digital Multimodal Composing Technique to Enhance the Speaking Performance of Low-Proficiency Students: A Conceptual Paper

Using Digital Multimodal Composing Technique to Enhance the Speaking Performance of Low-Proficiency Students: A Conceptual Paper

Teachers’ Perceptions towards Social Networking Sites in Teaching English Speaking Skill in Rural Areas of Sarawak

Factors that Influence Learning Strategy Use among Senior High School Economics Students in Ghana: A Quantitative Approach

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