English-speaking Teachers Research Articles

Students’ Perception of the Use of TalkEnglish.com in Teaching Speaking for ESP Class

The field of education has greatly benefited from the advancements in technology, resulting in more efficacious, interactive, comprehensive, and non-classroom-bound learning experiences. One such application is web-based learning, which employs the Internet as a means to facilitate the educational process. This modality of instruction addresses various challenges that are inherent in traditional pedagogical approaches, such as the limited time allocated for lecturers and students in classroom settings. Despite an abundance of literature that has investigated the incorporation of technology in the teaching of spoken English, there is a scarcity of studies that specifically examine the utilization of the website, TalkEnglish.com.Specifically, in the context of teaching English for Business, which necessitates students to develop proficient and precise oral proficiency in the language, the present study aims to investigate the students' perception of the efficacy of TalkEnglish.com in honing their speaking skills. This study employed a descriptive qualitative design, where ten students from the Economic Faculty at Universitas Pandanaran were selected as participants. These participants utilized the website TalkEnglish.com to improve their speaking skills. Data was collected through a semi-interview approach and documentation method. The findings of the study indicate that the majority of the participants held a positive perception of TalkEnglish.com.

The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions

In the recent past, considerable attention has been directed towards the issues relating to non-native English speaker teachers (NNESTs) and native English speaker teachers (NESTs) in English language teaching (ELT), especially their employability as English language teachers. This study aimed to investigate the hiring process for an English as a foreign language (EFL) instructor position. The study has adopted a mixed-design approach using a structured questionnaire on 212 students from the Preparatory Year Program (PYP) at Princess Nora University (PNU) and the Common First Year (CFY) at King Saud University (KSU) and semi-structured interviews on six programme administrators and professional observers from the higher education language institutions in Saudi Arabia to achieve the study’s objectives. Specifically, this study examined three areas: a) the programme administrators’ perception of the hiring criteria of both NESTs and NNESTs; b) the professional observers' perception of the hiring criteria used, linking them to the performance of both NESTs and NNESTs in EFL classes and providing criteria that they deem necessary; and c) the learners' perception of the characteristics of an effective EFL instructor to support the latter's perception. The results revealed that being a native speaker was not important from the perception of programme administrators, professional observers, and learners. However, programme administrators, professional observers, and learners gave more importance to other criteria such as pedagogical skills, personal qualities, and the ability to teach.

Designing Transactional Conversation Videos as Supplementary Materials to Support Teaching English Speaking Skill

This research was aimed at designing transactional conversation videos as supplementary materials to support teaching English speaking skills. This research is a design and development research adopted from the ADDIE model. The respondents of this research were the second semester students of English Education Study Program (EESP) Universitas Tanjungpura. This research was done by three phases of the ADDIE approach, which is ADD. In the Analyze phase, the researcher observed the students’ and the teacher’s needs and the syllabus applied. In the Design phase, the researcher observed examples of good product videos, theories, and references for making the video. In the Develop phase, the researcher used Adobe Premier Pro to develop learning videos for the students. It was found that the design of the product was successfully integrated with the syllabus and met the criteria of success in product validation. The result of validation showed that the applied video with the Student’s book was helpful for the students to support them in learning to speak for Transactional Functions.

Building beginners� self-confidence in speaking at private high school in Makassar

Teaching spoken English has been a critical issue in the EFL context. The researchers are focusing on how to improve students' public speaking abilities. Several studies, however, have focused on how teachers build EFL learners' self-confidence before focusing on their speaking skills. Lack of self-confidence makes it difficult for beginners to speak, and it also makes it difficult for teachers to design activities that foster students' self-confidence. In response to this growing demand, this article provides an empirical account of how scripted role-plays are used as an innovative learning design in a private high school setting with a majority of students who are beginners. This research applied the Classroom Action Research study. The scripted role-play intervention was carried out for eight meetings following an action research protocol. Classroom observations and semi-structured interviews with students and the teacher were used to collect data. Interpretative Phenomenological Analysis (IPA) was used to analyze these data. According to the study's findings, the students had finally gained confidence in public speaking. Being confident allowed students to practice more, which improved their speaking skills. The study's findings have three practical implications. First, increasing opportunities for students to practice speaking should be prioritized in EFL classes. Second, providing scripted role-play for beginner students allows them to easily use the language. Finally, before asking students to improve their speaking skills, teachers should focus on developing their students' self-confidence.

Students’ Perception on the Use of Digital Storytelling as Media In Teaching English Speaking at Anuban Chumchon Phukradueng School, Thailand

This study aimed to investigate the students’ perception on the use of digital storytelling as a media in learning to speak English at 3rd grade students at Anuban Chumchon Phukradueng School, one of the junior high schools in Loei, Thailand. The method used in this study is a qualitative method. A descriptive qualitative design was employed as a research design in this study. The subject of this study was 35 students. The instrument used in this study was adapted questionnaire and interview from the other researcher. According to the findings of this study, using digital storytelling can help students developed their speaking abilities. It could be seen from the result of questionnaire, most of students find digital storytelling help them in improving their speaking skills. Furthermore, students gave positive responses during interviews. Digital storytelling is an engaging and enjoyable method for students studying English. Because as a media, digital storytelling provide video that contain combination of pictures, animation, text and sound to convey story to the audience. The students find it easy to understand the lesson by using digital storytelling.

Blended teaching of English speaking in a Vietnamese context: Design and procedure

This article aims to disseminate a technology‐enhanced language pedagogy for teaching oral English in a World Englishes context, which is underpinned by the theories of scaffolding, scaffolded instruction, and task‐based learning, and utilises a Moodle learning management system (LMS) as its e‐learning platform. In this pedagogy, not only do technologies assist language teaching and learning in terms of lesson design, materials development, and lesson delivery, but they actually involve and play a crucial role in students’ oral language development with the exploitation of text‐to‐ speech (TTS) and automatic speech recognition (ASR). The contemporary status of teaching and learning oral English is discussed to clarify the congruence of the pedagogy with an emerging consensus on teaching English speaking. A brief summary of technology‐enhanced language learning (TELL) and a critical examination of current practices of teaching oral English with technology are also presented for consideration of the position of the proposed framework in the field. The adaptability of the framework in case of the inaccessibility of an LMS is also discussed.

PROBLEMS OF TEACHING ENGLISH SPEAKING AT SCHOOL

PROBLEMS OF TEACHING ENGLISH SPEAKING AT SCHOOL

Examining Freshman English Majors’ Perspectives on Courses Taught by Native English-Speaking Instructors

Examining Freshman English Majors’ Perspectives on Courses Taught by Native English-Speaking Instructors

The Use of Active Learning Method in Teaching English Speaking Skill

. The purpose of the study was to know the intended to find out the description about the process of teaching speaking skill using active learning method that is applied by the researcher. In this study the researcher conducted quantitative research and the method used was a quasi-experimental design, which focused on the results obtained by students. Where the sample consisted of 37 children. The instrument of data collection is through a test where each students get all the test from the researcher to speaking every time the researcher get to do this research. To get a score researcher give all the students change to it involves students directly and actively in the learning process itself. This means that instead of simply receiving information verbally and visually, students are receiving and participating and doing. The result of this study showed that there ware 81.14 % from these results indicating that the used of active learning method in teaching speaking skill.

Teachers' Perceptions of Using Storytelling Activities in Teaching English Speaking Skills to Young Learners in Kindergarten

Teachers' Perceptions of Using Storytelling Activities in Teaching English Speaking Skills to Young Learners in Kindergarten

Research and Application of Blended Learning in College English Speaking Teaching Based on Smart Mobile Platform

Research and Application of Blended Learning in College English Speaking Teaching Based on Smart Mobile Platform

Teacher-child interactions in bilingual daycares: Investigating the use of discourse strategies and teaching techniques

In early foreign language classrooms, teachers often create language learning contexts through informal interaction. This study investigates the discourse strategies and teaching techniques teachers employ in teacher-child interactions at Dutch-English bilingual daycare centers in the Netherlands. Classroom observations were recorded at six different daycare organizations (resulting in 900 min of recorded and transcribed material). Five Dutch-speaking, four English-speaking teachers and 70 children in total (1;10–3;11 years old) were recorded. Results show that Dutch-speaking teachers generally use more teaching techniques than English-speaking teachers, and English-speaking teachers use more discourse strategies than Dutch-speaking teachers. There is no difference in what discourse strategies are used. In both languages, bilingual discourse strategies are more frequent than monolingual strategies. By also investigating children's responses to the strategies used, this study provides evidence that teaching techniques such as eliciting and modelling are effective in eliciting responses in the target language from L2 learners in this age group. Lastly, this study does not support the Discourse Hypothesis which states that the use of monolingual discourse strategies often co-occurs with active use of the target language.

The Effectiveness of Contribute Words in Teaching English Speaking for the Eight Grade Students of SMP Pakamandara

Kemampuan berbicara adalah kemampuan siswa dalam mengungkapkan ide-idenya secara lisan yang direpresentasikan dengan skor berbicara. Tujuan dari penelitian ini adalah untuk memverifikasi apakah siswa kelas delapan yang diajar dengan kata-kata kontribusi lebih baik dalam prestasi berbicara daripada yang diajarkan dengan kata-kata non-kontribusi di SMP Pakamandara. diformulasikan. Penelitian dilakukan di SMP Negeri Pakamandara. Teknik analisis data yang digunakan dalam penelitian ini adalah teknik analisis data kuantitatif dan kualitatif. Teknik analisis kuantitatif menggunakan model analisis deskriptif komparatif yang membandingkan skor rata-rata, skor minimum, skor maksimum, dan persentase keberhasilan masing-masing kelompok belajar. Berdasarkan hasil tersebut dapat diketahui bahwa hasil uji t nilai t pada taraf signifikansi 0,5% dan db= 28 adalah 4,112 lebih besar dari t tabel 1,7011. Artinya Ha ”, siswa kelas delapan yang diajar dengan kata-kata kontribusi secara signifikan lebih tinggi daripada mereka yang diajar dengan kata-kata non-kontribusi dalam prestasi berbicara di SMP Pakamandara,” diterima dan Ho ditolak. Berdasarkan hasil penelitian, kesimpulannya adalah kontribusi kata memiliki pengaruh yang signifikan terhadap keterampilan berbicara siswa.

Drawing Picture Media in Teaching English Speaking: Learning Opportunity and Students’ Perception


 The purpose of this study was to clarify and investigate the effect of Drawing Picture Media on improving the students’ speaking skills and their responses to the use of picture media in Indonesian EFL classrooms. In this case, the researcher used quantitative and qualitative research methods. Quantitatively, the data was collected by using a pre-experimental design, with a treatment to the One Group Pretest-Posttest group. Before the researcher gave treatment, the average score of students was 11.13, then increased to 15.13 after the treatment. Therefore, learning using the Drawing Picture Media method significantly improves students' speaking skills. The results of data analysis using observations and questionnaires showed that most of the students (83%) responded very well to the drawing picture media that was used in learning English in the classroom. From these results, the researcher can conclude that students' perceptions of the learning media were excellent.

Teacher’s Challenges and Solutions in Teaching Speaking in Kampung Inggris

Teaching speaking English in not an easy thing to do. There are several challenges faced by teachers, especially in teaching speaking because in speaking there are several aspects that must be mastered, including pronunciation, vocabulary, fluency and grammar. The purposes of this study is to explain the findings of the challenges faced by teachers in teaching speaking in Kampung Inggris, the problems faced by students in learning speaking in Kampung Inggris, and the potential solutions used by the teacher in teaching speaking in Kampung Inggris. In the data collection method, the researcher used semi-structured interviews by taking four participant namely two teachers and two students in Kampung Inggris Kediri, East Java, Indonesia. The data is processed using thematic analysis. The results of the study found that there were four challenges face by teachers in teaching speaking English, namely: 1). Different student backgrounds, 2). Various student abilities, 3). Pressure from the institutions, 4). Students’ anxiety about their abilities. The researcher also found four problems faced by students in learning speaking in Kampung Inggris, namely: 1). Students’ anxiety about their abilities, 2). The relationship between teachers and students is not close, 3). Class selection is not age propriate, 4). Negative influence from the environment. In addition, the researcher identified 4 potential solutions for teachers in teaching English speaking in Kampung Inggris, namely: 1). Build a good relationship between teachers and students, 3). The teacher determines which teaching matrials are mastered by the teacher, 4). The teacher provides motivation to students. From these finding, the researcher suggests improving the wuality of teachers by updating the classroom management system, improving teaching methods, making appropriate teaching materials and evaluating the teaching and learning process. This is expected to be able to make the teaching and learning process more effective and conducive for both teachers and students.
 Keywords: Teaching English Speaking, Student Problems in Learning Speaking, Challenges and Solutions in Teaching Speaking, Kampung Inggris

The native/non-native teacher debate: insights into variables at play

Research on language acquisition has long examined the native/non-native English-speaking teacher (NEST/NNEST) debate, particularly in relation to how teachers are perceived. Despite this body of research, the point of view of the parents has been disregarded, as well as the analysis of crucial variables such as students attending extracurricular English classes. The purpose of this study is to examine the effect of different variables on students’, parents’, and teachers’ preferences towards NESTs and NNESTs through questionnaires and group discussions. Data was gathered from 507 students, parents, and teachers, who were asked to assess language teachers in four different categories. Results suggest that some variables (i.e., course, extracurricular English classes, type of teacher, gender, and country of origin) influence participants’ preferences for each type of teacher.

Use of Drilling Technique to Teach English Speaking to the Early Childhoods: A Descriptive Study

Teaching English speaking to the early childhoods requires optimal efforts and special tricks. The teacher requires appropriate teaching technique and media to make them enjoy during learning English speaking. This research attempts to report what appropriate technique and media applied by the teacher during teaching English speaking to the early childhoods in one of English courses in Ciamis - West Java. In this research, the researchers set forth two research questions, they are what teaching technique is appropriately applied to teach English speaking to the early childhoods? And what media are suitable to teach English speaking to the early childhoods? To answer the aforementioned research questions, the researchers employ a qualitative descriptive study at which they observe the process of teaching and learning English towards a group of the early childhoods during February - June 2019. The results of the research reveal that drilling is selected as the appropriate technique under the Audio-Lingual Method applied by the teacher during teaching English speaking to the early childhoods. Meanwhile, song is selected as the appropriate media applied by teacher during teaching English speaking to the early childhoods. In conclusion, through employing drilling technique and song, the process of teaching English speaking to early childhoods becomes more fun, so that their English speaking skill is improved.

Applying Gamified VR in Teaching English Speaking as a Foreign Language in Junior High School

English becomes the universal language, which is a requirement for students to learn. According to several studies and research, the window of critical period for learner to learn is closing. Speaking as one of the parts of English skills is lack of practicing due to dozens of factors. To help students to learn speaking, effective learning theories are developed and discussed by different scholars over period of time. Many early theories are challenged by the later perspectives. To meet students’ needs, this study introduces VR technology and games to be used in teaching. As for VR, it is capable to produce an immersive environment for students to study. Besides, games motivate students to participate and actively engage in the courses. Based on the above views, the application of VR games are suggested in oral English teaching.

Studies of Teaching and Learning English-Speaking Skills: A Review and Bibliometric Analysis

This study conducted a comprehensive historical review and bibliometric analysis of the literature on English-speaking (ES) education and mapped the current state of the field, trends, and emerging topics, as well as identified gaps where further research is needed. We retrieved 361 sample documents on ES teaching and learning in Scopus (2010–2021) under certain conditions and analyzed the extracted data using Excel and VOSviewer 1.6.17 from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on ES education increased from 2010 to 2021, but there was a lack of sustained engagement with this topic by researchers. Countries with an ESL or EFL context focused more on the subject of ES, although studies from native ES countries were more influential. The research topics showed a multidimensional trend, covering communicative skills, language knowledge, assessment, teaching or learning methods, ICT-related applications, and cognitive factors, of which ICT-related applications (such as flipped classrooms, blended learning, and e-learning) and cognitive factors (such as motivation, anxiety, and affect) were the areas of focus. Students in higher institutions, rather than children, became the main research subject of ES education over the period studied.

Elementary School Teachers' Perceptions of COVID-19-Related Restrictions on Food Allergy Management.

(1) Background: Approximately 7% of Canadian children live with a food allergy (FA). Pre-COVID-19, ~20% of anaphylactic reactions occurred in schools. Yet, teachers reported poor FA-related knowledge, and experiences during the COVID-19 pandemic are not well-studied. Additionally, teachers’ management approaches vary widely. We aimed to describe elementary school teachers’ perceptions about FA management during the COVID-19 pandemic; (2) Methods: Using a semi-structured interview guide, English-speaking elementary school teachers in Winnipeg, Canada were interviewed virtually. Interviews were audio-recorded and transcribed verbatim. Data were analysed thematically; (3) Results: Most teachers were female and taught in public schools. Two themes were identified. Theme 1, COVID-19 restrictions made mealtimes more manageable, capturing the positive impacts of pandemic restrictions such as seating arrangements and enhanced cleaning. Limited lunchtime supervision prompted some teachers to assume this role. Theme 2, Food allergy management was indirectly adapted to fit changing COVID-19 restrictions, describing how changing restrictions influenced FA-related practices. FA training was offered virtually with less nursing support. Class cohorts and remote learning decreased teachers’ perceived risk and FA-related management responsibility; (4) Conclusions: COVID-19-related practices were perceived as positively influencing in-school FA management, although unintended consequences, such as increased supervisory roles for teachers and reduced nursing support, were described.