English Oral Communication Needs of Bhutanese Students: As Perceived by the Teachers and Students

Singay Singay

doi:10.5539/elt.v11n4p74

Abstract

The main aim of this study was to investigate the oral communication needs in English from the perspective of students and teachers to improve students' oral communication ability. A questionnaire was administered to 45 participants consisted of 36 students and 9 teachers. The data were analyzed using descriptive statistics like mean and standard deviation. Results revealed that students and teachers had different standpoints of oral communication needs in English in the classroom, especially with regard to general listening and speaking skills. In addition, findings from the questionnaire suggested that teachers and students perceive speaking and listening informally in situations, for instance working in pair, discussion in small groups, role plays, interviews, classroom debates, storytelling, and being able to communicate orally with teachers as most important oral communication abilities to be practice in the classroom. Lastly, the most important oral communication abilities such as the use of academic language in the classroom and daily conversation in English should also be taken into account to ensure effective oral communication in the classroom.

Highlights

Modern education was instituted in Bhutan in early 1960’s to carry out country’s first social, economic, jurisdictional and political reforms; and to communicate successfully with the global world
Findings from the questionnaire suggested that teachers and students perceive speaking and listening informally in situations, for instance working in pair, discussion in small groups, role plays, interviews, classroom debates, storytelling, and being able to communicate orally with teachers as most important oral communication abilities to be practice in the classroom
The results of the questionnaire suggested that teachers and students perceive speaking and listening informally in situations such as teamwork, small group discussion, role play, classroom interviews, informal debates, storytelling and ability to communicate with teachers as the most important oral communication abilities in English

Summary

Introduction

Modern education was instituted in Bhutan in early 1960’s to carry out country’s first social, economic, jurisdictional and political reforms; and to communicate successfully with the global world. English was introduced as a means of instruction and official communication language in Bhutan. The use of English has grown speedily due to its stature and impact as a global language – “the language of science, technology, commerce and international relations” (CAPSD, 2006b). The Government of Bhutan considered English as a language of benefit for Bhutanese in the globalized world because it could help Bhutan in articulating its identity (CAPSD, 2006a) and help people to participate in the global community productively. English is recognized as Bhutan's “language of international relations and modernization” (DDC, 2002)

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