The Role Of ‘Think-Pair-Share’ In Enhancing the Moroccan University Students’ Speaking Skills in Online Classes

Mounia Benjelloun

doi:10.33422/ijsfle.v1i1.60

Abstract

Speaking English as a foreign language presents one of the most common challenges for learners of English due to many factors related to their perception of the teacher as “a sage on the stage,” their own shyness, a lack of appropriate vocabulary and accurate grammar, and a lack of cooperative learning skills. To help students remedy this problem, the Think-Pair-Share’ strategy was used in this study of online classes during the COVID 19 pandemic. Research has demonstrated that learners can improve their speaking skills and learn more effectively through meaningful collaboration and sharing. This study aims to investigate the role of the Think-Pair-Share’ approach in promoting students’ speaking skills. The study adopts a qualitative approach and addresses the following two research questions: (i) To what extent does the Think-Pair- Share help in improving students’ speaking skills? (ii) How can this improvement be justified? Twenty-eight first-year Moroccan university students took part in this study. The research instruments used combined pre- and post-speaking tests, students’ self-evaluation, and classroom observations. Data were video recorded, analysed qualitatively using the FCE speaking-assessment criteria, and compared to the students’ self- evaluation of their own performance. The results show that the Think-Pair-Share strategy enabled predominantly average and weak students to exchange their views on a range of familiar topics with more ease, confidence, and fluency using more appropriate vocabulary and a clearer organisation of ideas. Although the learners still had problems with their pronunciation and accurate grammar, they demonstrated better interactive communication.

Highlights

Speaking English fluently and accurately is the most challenging productive skill for almost all learners of English given that, unlike writing, it requires learners to speak spontaneously to express meanings to other people in a limited time and without reflecting on what has already been said.The ability to speak fluently presupposes a knowledge of language features and the ability to process information and language on the spot (Harmer, 1992:269)
The study focuses on the development of the speaking skills of Moroccan university students using a Think-PairShare strategy of cooperative learning in the 2020-2021 academic year
This research aimed at investigating the role of using ‘Think-Pair-Share’ cooperative learning strategy in enhancing Moroccan university students’ speaking skills in online classes

Summary

Introduction

Speaking English fluently and accurately is the most challenging productive skill for almost all learners of English given that, unlike writing, it requires learners to speak spontaneously to express meanings to other people in a limited time and without reflecting on what has already been said. The ability to speak fluently presupposes a knowledge of language features and the ability to process information and language on the spot (Harmer, 1992:269). Students may end up making mistakes, feeling embarrassed, and being reluctant to take part in speaking activities. What makes it even worse is that due to the COVID-19 pandemic restrictions, developing learners’ speaking skills in online classes has become more challenging than face-to-face classes, especially because it is a new learning experience for most Moroccan students, in the public sector. Benjelloun, 2021 two main reasons: they cannot afford it because most students belong to low-income families and do not have any other sources of income, as they are challenged with busy schedules and do not have time to work part-time

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