Factors Hindering Oral Interactions in EFL Classes: A Case of First Year Students at Mekelle University
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Date
2009-07
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Addis Ababa University
Abstract
This study aims at exploring the factors that hinder oral interactions in small groups in EFL
classroom with particular reference to Mekelle University. Seventy-two first year students and 5
in structors were selected by drawing lots from the total population of 169 students and 9
instructors as data sources. Questionnaire, interview and observation were employed in data
gathering. The questionnaire was prepared for students. Their main area of focus was close-ended
and open-ended questions. The students' questionnaire was developed using two methods. Firstly,
standardized scales formulated and utilized by different scholars in the previous related studies
were adopted and used here and secondly, new scales whose base was the theoretical discussion in
the literature review section were devised. In both fonns of scales six characteristic items (whose
ave rage number of respondents was taken to determine their effect) were included with the
assumption that it wou ld enable the researcher to consider each variable as a real cause for the
observed problem. Besides, the open-ended form was used to collect further information about the
problem under investigation. A structured interview was also conducted with the subjects and 5
classroom observations were can'ied out. According to the result of the study there were di fferent
affecting variables that hindered students' small-group oral interaction during the cOlllm uni cative
Engli sh Skills classes and they could be termed as intell1al leall1er variables (which included
having undesirable level of self-esteem, the feeling of inhibition, lack of risk-taking behaviour,
language problem, lack of communication strategies), and extell1al learner variables (which
included social class, task type, gender, grouping pattern and group size). Finally, it was
recommended that a conducive classroom atmosphere should be created in order that students
approach the process of language leall1ing with high spirits. Besides it was suggested that
instructors should provide students with the necessary language input with which students can
sound off their thoughts with less dif1iculty.