Abstract
The purpose of the study was to determine the effect of learner-centered approaches on the oral fluency of the second-year students in English 202-Communicative English. The study employed a quasi-experimental method, particularly the pre-test and post-test experimental group design. Two groups of students were utilized as the experimental groups of the study. The findings of the study revealed that both groups acquired the same level of oral fluency before the intervention but acquired different levels of fluency after. Based on the result, the conclusion was that the level of speaking fluency of the participants exposed to cooperative learning improved significantly more than those exposed to task-based teaching. An experimental study conducted over a longer period of time and employing randomization could be considered to further investigate the possible results.
Highlights
In relation to language teaching and putting the students at the center of the learning process in the classroom, where students should do some communicative activities in learning a language, task-based learning and cooperative learning are highlighted in this study based on previous research
This study sought to answer the following research questions: 1) What is the level of speaking fluency of second year students in the experimental group exposed to task-based and cooperative learning before the intervention? 2) What is the level of speaking fluency of the second year students under the experimental group exposed to task-based and cooperative learning after the intervention? 3) Are there significant differences in the level of speaking fluency of the second year students in the experimental group exposed to task-based and cooperative learning approaches before and after the intervention? 4) What approach is more effective in improving speaking fluency of second year students?
The results reveal the participants from the two experimental groups had the same level of speaking fluency as there was no significant difference between their average scores on the speed, pause, repetition/hesitation and, most significantly, the average overall score of their speaking fluency before the intervention or the experiment (See Table 1)
Summary
In a learner-centered approach, students are encouraged to discover for themselves whatever new learnings they will be exposed to. In relation to language teaching and putting the students at the center of the learning process in the classroom, where students should do some communicative activities in learning a language, task-based learning and cooperative learning are highlighted in this study based on previous research. Both approaches were recommended for they give attention to giving opportunities to students to use the target language in the classroom and were found out to be effective in second language acquisition (Colorin Colorado, 2015; Xue, 2013; Dincer, 2012; Alam and Uddin, 2003; Grundman, 2002). The positive interdependence which is an element of cooperative learning as well as the collaboration of the members had been proven to be more effective in enhancing the speaking fluency of the students
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