Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Amjad Alsyouf, Murad Al Kayed

Abstract


This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study employed an interview post-test to evaluate the effectiveness of IIS in teaching speaking skills. IIS is sought in this context to excite the minds of the learners with target subjects using untraditional techniques. It is designed to help in eliminating L2 learners’ confusion and increasing their motivation by adapting the activities of the traditional teaching environment. IIS is thus proposed as a strategy that challenges the traditional approaches to teaching EFL in helping the learners to use English as a communicative language through developing extra-class interactive sessions demonstrated to support EFL speaking classrooms.

Keywords


interactive intervention strategy (IIS); EFL; speaking skills; competence; Arab learners of English

Full Text:

PDF

References


Abdel Latif, M. (2014). Arab students’ use of monitoring in their EFL composing: The role of linguistic knowledge. In K. M. Bailey & R. M. Damerow (Eds.), Teaching and learning English in the Arabic-speaking world (pp. 32-47). Routledge.

Abukhattala, I. (2013). Krashen’s five proposals on language learning: Are they valid in Libyan EFL classes. English Language Teaching, 6(1), 128-131. https://doi.org/10.5539/elt.v6n1p128

Ahmadi, R., & Mohamadi, Z. (2017). The effect of storytelling through puppets on speaking fluency and motivation of pre-intermediate Iranian English as foreign language learners. Journal of Teaching English Language Studies, 5(4), 65-102.

Al-Khatib, M. A. (2008). Innovative second and foreign language education in the Middle East and North Africa. In N. H. Hornberger (Ed.), Encyclopedia of language and education (2nd ed.) (pp. 227-237). Springer Science. https://doi.org/10.1007/978-0-387-30424-3_101

Alhabahba, M., Pandian, A., & Mahfoodh, O. H. A. (2016). English language education in Jordan: Some recent trends and challenges. Cogent Education, 3(1), 1-14. https://doi.org/10.1080/2331186X.2016.1156809

Alzboun, B. K., Smadi, O., & Baniabdelrahman, A. (2017). The effect of role play strategy on Jordanian EFL tenth grade students’ speaking skill. Arab World English Journal, 8(4), 121-136. http://dx.doi.org/10.2139/ssrn.3094528

Ayuningtias, D. O., Wulandari., & Yana. (2019). The use of role play to improve students’ speaking skill. Project: Professional Journal of English Education, 2(3), 416-420. http://dx.doi.org/10.22460/project.v2i3.p416-420

Education First. (2019). EF English proficiency index: A ranking of 100 countries and regions by English skills. https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/legacy/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf

Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia Social and Behavioral Sciences, 2(2), 3600-3604. https://doi.org/10.1016/j.sbspro.2010.03.559

Horwitz, M. B., Horwitz, E. K., & Cope, J. (1991). Foreign language classroom anxiety. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 27-39). Prentice-Hall.

Huang, H.-C. (2015). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning, 28(2), 145- 170. https://doi.org/10.1080/09588221.2013.803983

Jiménez, G. V. (2015). Three communication difficulties of EFL students. Revista de Lenguas Modernas, 23, 221-233. https://doi.org/10.15517/rlm.v0i23.22347

Juvrianto, C. (2018). Improving the students’ speaking ability through role play method. Indonesian Journal of English Teaching, 7(1), 87-97. https://doi.org/10.15642/ijet2.2018.7.1.87-97

Khodabandeh, F. (2018). The impact of storytelling techniques through virtual instruction on English students’ speaking ability. Teaching English with Technology, 18(1), 24-36.

Kim, H. & Chang, J. (2010). The effects of voice recording to improve English speaking skills. Studies in Foreign Language Education, 24(2), 41-69. https://doi.org/10.16933/sfle.2010.24.2.41

Koçak, M. (2010). A novice teacher’s action research on EFL learners’ speaking anxiety. Procedia - Social and Behavioral Sciences, 3, 138-143. https://doi.org/10.1016/j.sbspro.2010.07.025

Krebt, D. M. (2017). The effectiveness of role play techniques in teaching speaking for EFL college students. Journal of Language Teaching and Research, 8(5), 863-870. http://dx.doi.org/10.17507/jltr.0805.04

Le, T. (2018). Voice recording in second language outside the classroom: Process and product. Journal of NELTA, 23(1-2), 129-141. https://doi.org/10.3126/nelta.v23i1-2.23357

Marzuki, Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL learners’ speaking ability through interactive storytelling. Dinamika Ilmu, 16(1), 15-34. https://doi.org/10.21093/di.v16i1.307

Neupane, B. (2019). Effectiveness of role play in improving speaking skill. Journal of NELTA Gandaki (JoNG), I, 11-18.

Pineda, J. E. (2010). Identifying language learning strategies: An exploratory study. GIST Education and Learning Research Journal, 4(1), 94-106.

Rabab’ah, G. (2005). Communication problems facing Arab learners of English. Journal of Language and Learning, 3(1), 180-197.

Sembiring, N. & Ginting, F. Y. A. (2019). Improving students’ speaking achievement by using storytelling technique. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(4), 179-184. https://doi.org/10.33258/birle.v2i4.505

Yuliana, Y., Kristiawan, M., & Suhartie, T. (2014). The effect of role play toward students’ speaking skill (An experiment study at grade XI IPA High School 1 Batang Anai, Padang Pariaman Regency, West Sumatera, Indonesia). The Journal of Applied Sciences Research, 1(4), 279-283.

Zuhriyah, M. (2017). Storytelling to improve students’ speaking skills. English Education: Jurnal Tadris Bahasa Inggris, 10(1), 119-134.




DOI: https://doi.org/10.24815/siele.v8i2.18649

Article Metrics

Abstract view : 121 times
PDF - 28 times

Refbacks



Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats