Factors that Affect the Practice of Teaching-Learning Speaking Skills in Group Work: Bole Preparatory School in Focus
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Date
2015-08
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Addis Ababa University
Abstract
In this study, an attempt was made to identify factors that affect the effective practice of learning speaking in group work with reference to grade 11 students in Addis Ababa. The main aim was to find out problems that affect students’ speaking through group work and to identify English teachers’ roles in maximizing students participation using L2 English in group work. The subject of the study was grade 11 students and English teachers at Bole preparatory school. 280 students from four randomly selected sections have taken part in filling the questionnaire, and three English teachers who teach in these sections were interviewed. Initially, the instruments were administered on a pilot sample based on this, item analysis was carried out and improvement was made. SPSS Software was employed to analyze the data. The results obtained from questionnaire, interview and observation were considered together in the analyses. The analysis of data shows that personal factors like low self-esteem, language anxiety, low English ability, culture, and situational factors like group size, group composition, group cohesiveness, quality of speaking tasks and seating arrangements and on the other side the teachers’ roles are found to be some factors that affect the effective practice of learning speaking in group work. Based on the findings, it was concluded that students’ personal and situational factors and again teacher’s deviation from performing of their roles are some factors that affect the effective practice of learning speaking during group work. Therefore, course designers and particularly English teachers should consider these factors, and exert their maximum effort to alleviate the problems students face during learning speaking in English class through group discussion
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Affect the Practice of Teaching-Learning