The Effectiveness of Using Technology on Students' Speaking Skills in an ESL Traditional Classroom

The Effectiveness of Using Technology on Students' Speaking Skills in an ESL Traditional Classroom

Yahya Ashour Alkhoudary (Gaza University, Palestine)
Copyright: © 2020 |Pages: 21
DOI: 10.4018/IJTD.2020070101
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Abstract

This investigation scrutinizes the influence of utilizing blended learning model, or makes use of both direct instruction and online learning in an ESL classroom. A random sample of 60 college students majoring in English was selected randomly and divided into two groups: Experimental group (Ex.) 30, and Controlled group (Conc.) 30. Pre-and post- speaking tests were administrated to both groups. Moreover, 15 English language teachers are called on to be included in this inquiry. Furthermore, interviews were conducted to check the participants' attitude towards this teaching strategy. The findings of inspection revealed that (Ex.) outperformed (Cont.G) in the post-test achievement. Further, this examination uncovers that incorporating melded learning model comes up with superb results among ESL students. Additionally, it demonstrates that such a system leads to learner autonomy and high-powered instruction. This exploration comes to conclude that integrating appropriate technology as an assertive method in classroom is of paramount importance to promote language skills' quality in a virtual learning environment.
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Introduction

BL has become an important method to be implemented in this era at educational institutions since it provides a stimulating and attractive learning environment among students. Research proves that BL ameliorates the expectation for higher education since it paves the way to upgrade the normal model of face-to-face and integrating technology interface between teachers and learners (Morris, 2010). Teaching oral communication skills in classrooms is not an easy work since the majority of the students’ output is unsatisfactory as there is deficiency in teaching quality. Gerstein (2012) ascertains that BL is the best option for successful teaching strategy for the classroom as a combination of face-to-face and online instruction; together provides opportunities to achieve long-life deep learning. Instructors can implement such a system since it works for their students. Therefore, English language teachers attempt to lessen learners’ phobia when they are asked to participate in class discussion. Some factors are behind that apprehension: cultural, linguistic and psychological factors such as anxiety of frustration, self-doubt and stress (Yousef, Jamil & Razak, 2012; Zhag, Song, & Burston, 2011). Moreover, Burns and Joyce (1997) sustain that such anxiety can be reduced if learners are given enough time to practice speaking through innovated teaching methods that makes teaching simple. BL is a remedial method to overcome the difficulties most students encounter when initiate to engage in class discussion. The adopted method in this study is to reverse lecture to online inverting normal classroom experience to assignment online (Gerstein). Students who listen to audio-recorded materials achieve better performance in oral skills since their self-confidence increases and class-time is invested in an interactive classroom (Poplzina, 2014). Additionally, BL grants students a chance to immerse in speaking activities and receive feedback from instructors in the virtual class. Poon (2013) ascertains that BL reduces face-to-face instruction and overcomes problems of class-time limitation. This probe tends to investigate the effects of using web-based tool; Google Classroom to develop the desired learning outcomes in traditional classrooms. Utilizing technology as a supportive implement in classroom to promote BUC undergraduate sandard. Training procedure has been modified to meet the students’ standard in using technology as scaffolding in conventional, teacher-centred classroom.

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