The Effects of Communicative Activities on EFL Learners’ Speaking Performances in CLT Classroom

Yıl 2023, Cilt: 11 Sayı: 1, 1 - 19, 30.03.2023

Ali Rezalou , Oktay Yağız

https://doi.org/10.29228/ijlet.65008

Öz

In the current study, the researcher investigated improving EFL learners’ speaking performances using communicative activities. The design of the study was classroom action research. The researcher followed a quantitative method in this study. A Ph.D. student in the ELT department as the teacher-researcher and 40 second-year EFL students enrolled in the ELT program participated in this study. To select participants, the researcher used convenience sampling. The teaching and learning process of the study consisted of ten cycles that were carried out in ten weeks. Each cycle included four stages: planning, action, observation, and reflection. Different instruments such as English-speaking tests, lesson plans, observation checklists, the rubric of speaking, and questionnaires were used for collecting data. To calculate mean scores of the pre-test and post-test scores and to find any significant differences between the two tests descriptive statistics and Wilcoxon signed-ranked tests and to find inter-rater reliability among three raters for two tests, the researcher used the Interclass Correlation Coefficient test. The findings revealed the effectiveness of the interventions and communicative activities in the speaking classes. Statistically, significant differences were found in EFL learners’ perceptions of their speaking ability, performances, classroom participation, anxiety level, willingness to speak, and self-esteem. Overall, students favored activities that provided a competitive classroom environment and led to a high level of classroom participation. The results indicated the effectiveness of speaking classes, because students were significantly more satisfied with their speaking ability after the interventions. Students’ perceptions and attitudes about their interactional skills were chenged significantly after the study.

Anahtar Kelimeler

Communicative activities, Action research, Speaking performance, Perception, Communicative language teaching

İletişimsel Etkinliklerin İngilizce Öğrenenlerin CLT Sınıfındaki Konuşma Performansları Üzerindeki Etkileri

Öz

Bu çalışmada araştırmacı, iletişimsel etkinlikleri kullanarak İngilizce öğrenenlerinin konuşma performanslarının iyileştirmesini araştırdı. Araştırmanın tasarımı sınıf eylem araştırmasıdır. Araştırmacı bu çalışmada nicel bir yöntem izlemiştir. ELT bölümündeki bir doktora öğrencisi öğretmen-araştırmacı olarak ve ELT programına kayıtlı ikinci sınıf İngilizceyi yabancı dil olarak öğrenen 40 öğrenci bu çalışmaya katılmıştır. Araştırmacı, katılımcıları seçmek için kolay örnekleme yöntemini kullanmıştır. Araştırmanın öğretme ve öğrenme süreci, on hafta içinde gerçekleştirilen on döngüden oluşmaktadır. Her döngü dört aşamadan oluşuyordu: planlama, eylem, gözlem ve yansıtma. Veri toplamak için İngilizce konuşma testleri, ders planları, gözlem kontrol listeleri, konuşma talimatı ve anketler gibi farklı araçlar kullanılmıştır. Araştırmacı, ön test ve son test puanlarının ortalama puanlarını hesaplamak ve iki testin arasında anlamlı bir fark olup olmadığını bulmak için betimsel istatistikleri ve Wilcoxon işaretli sıralı testler ve iki test için üç puanlayıcı arasında puanlayıcılar arası güvenirliği bulmak için Sınıflar Arası Korelasyon Katsayısı testi kullanılmıştır. Bulgular, konuşma sınıflarındaki müdahalelerin ve iletişimsel etkinliklerin etkililiğini ortaya koymuştur. İstatistiksel olarak, İngilizce öğrenenlerin konuşma kabiliyetleri, performansları, sınıfa katılımları, kaygı düzeyleri, konuşmaya isteklilikleri ve özgüvenlerine ilişkin algılarında önemli farklılıklar bulundu. Genel olarak, öğrenciler rekabetçi bir sınıf ortamı sağlayan ve yüksek düzeyde sınıf katılımına yol açan etkinlikleri tercih ettiler. Sonuçlar, konuşma derslerinin etkililiğini ortaya koydu, çünkü müdahalelerden sonra öğrenciler konuşma yeteneklerinden önemli ölçüde memnun kaldılar. Öğrencilerin etkileşim becerilerine ilişkin algıları ve tutumları çalışmadan sonra önemli ölçüde değişmiştir.

Anahtar Kelimeler

İletişim etkinlikleri, Eylem araştırması, Konuşma performansı, Algı, İletişimsel dil öğretimi

Kaynakça

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