EFL teachers' perception and implementation of the speaking communicative activities at (Luminus and Advance) English training centers in Basra: a study in applied linguistics

Ammar Mohammed Ali Dawood Al-Salman

Abstract


      The purpose of this study is to investigate the perception of the speaking communicative activities (henceforth, SCA) held by EFL teachers in two English training centers in Basra: Luminus Language Solutions (henceforth, LLS) and Advance (henceforth, ATC) and their implementation of these activities. The SCA include different activities such as (information gap, role-play, interview, problem-solving, games, simulations, etc. The sample consisted of 23 EFL teachers from both centers: 11 EFL teachers from LLS and 12 EFL teachers from ATC English training centers. The main method of data collection used for this quantitative study in applied linguistics comprised a questionnaire for EFL teachers in both training centers.   

     The research reveals that there are differences between EFL teachers in both centers in terms of their perception and implementation of the SCA. EFL teachers at LLS are found as more perceivers and implementers of these activities. It has been found out that EFL teachers at Advance English training center perceive and implement the SCA marginally, whereas EFL teachers at LLS perceive these activities moderately and implement them frequently. However, none of the teachers in both training centers had clear perception of the SCA. The results of this study also point out a small degree of correspondence between EFL teachers' perception and their implementation of the SCA. Nonetheless, many discrepancies between EFL teachers' perception and implementation are discovered. In general, the range of the SCA perception held by EFL teachers at Advance English training center is between limited to none, while their implementation of the SCA ranges between minimal to none. The perception of the SCA held by their counterparts at LLS ranged between moderate to none, whereas their implementation of the SCA ranged from frequent to minimal.


Full Text:

PDF

References


Al-Twairish, B. N. (2009). The Effect of the Communicative Approach on the Listening and Speaking Skills of Saudi Secondary School Students: An Experimental Study (M.A thesis). Saudia Arabia: King Saud University.

Harmer, J. (1991). The practice of English language teaching. London: Longman.

Harmer, J. (2007). The practice of English language teaching. London: Longman.

Hossen, M. T. (2008) Communicative Language Teaching: Teachers'Perception in Bangladesh (Secondary Level) (M.A. Thesis). Brac University.Dhaka. Bangladesh.

Kayi, H. (2006) “Teaching Speaking: Activities to Promote Speaking in a Second Language”, The Internet TESL Journal, Vol. XII, No. 11, November 2006. http://iteslj.org/Articles/Kayi-Teaching Speaking.html. p. 1 - 2.

Littlewood, W. (1981). Communicative Language Teaching. New York:

Cambridge University Press.

Mustapha, S. and Yahaya, R. (2012) "Communicative Language Teaching (CLT) in Malaysian context: its’ implementation in selected community colleges". 6th International Conference on University Learning and Teaching (available through the Iraqi Virtual Scientific Library IVSL) International Conference on University Learning and Teaching (InCULT 2012) P.788-794.

Ngan, C. T. (2013) The application of communicative activities in English speaking classes of grade 11th. Students at Cao Lanh city high school (B.A. thesis). Dongthab University.

Richards, J. C. & Rogers, T. S. (1982). Approaches and Methods in Language Teaching .2nd ed. UK: Cambridge University Press.

Scrivener , Jim(2005) Language Teaching. UK: Macmillan Education.

Ying, L. (2010).Communicative activities in ELT classrooms in China (Seminar Paper), The Graduate Faculty, University of Wisconsin-Platteville.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.