An Evaluation of Classroom Activities and Exercises in ELT Classroom for General Purposes Course

Mohammad Zohrabi

doi:10.5539/elt.v4n1p141

Abstract

It is through effective implementation of activities and exercises which students can be motivated and consequently lead to language learning. However, as an insider, the experience of teaching English for General Purposes (EGP) course indicates that it has some problems which need to be modified. In order to evaluate the EGP course, questionnaires, interviews, and classroom observations were used. The results of the study indicate that since the students’ needs and objectives are not fulfilled they hold low attitudes toward this course. Also, since the emphasis is on reading and doing exercises, students do not like to participate in performing activities and exercises. Task-based activities, communicative use of language and pair and group work are missing. Reading passages and exercises are presented without any practice and free production. The only skill which is used is the reading and consequently speaking, listening, and writing skills have been ignored and forgotten which ultimately bores most of the students. This study can be useful for language teachers who want to gain hands-on experience of executing classroom activities and exercises.

Highlights

Evaluation is a process of inquiry in which data are gathered through different instruments and from different sources
As questionnaire item no.1 illustrates, only about 40 percent of the students and lecturers agree that the English for General Purposes (EGP) course is useful
The results of the study indicate that the EGP course needs to be overhauled drastically

Summary

Introduction

Evaluation is a process of inquiry in which data are gathered through different instruments and from different sources This information is interpreted to make important decisions based on the research results. These decisions might require a change and effect a drastic alteration in the outline and process of a language program instruction. All these efforts are made to the betterment of a course of study and bringing about satisfactory results. Program or course evaluation should be one of the main components of nay curriculum It is usually conducted because of internal motivation to see whether the course is functioning as it was planned in the first place. It “can contribute to understanding and improving language teaching practices and programs” (Norris, 2009, p. 7). Kiely (2009, p. 99) argues that evaluation tries to ensure “quality assurance and enhancement” and creates “a dialogue within programs for ongoing improvement of learning opportunities.” Evaluation can contribute to learning process and to teacher change and development. Harris (2009, p. 55) remarks that evaluation can “generate productive debate and effective remedial action” and contribute to “critical decisions on language policy and educational practice.”

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Conclusion