Investigating Teachers’ Guidance towards Learners Encountering Speaking Difficulties: The Case of Fourth-Year Classes of Amyoud Smail Middle School of Tizi-Ouzou
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Date
2020
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Abstract
The present study sheds light on the teachers’ guidance with the learners
encountering speaking difficulties. The case study is fourth-year learners at Amyoud
Smail Middle School of Tizi-Ouzou. The work aims at investigating whether the teachers
provide their learners opportunities to interact in the classroom or not. It also seeks at
exploring the speaking obstacles encountered by EFL learners during classroom
interaction and the teaching techniques used by the teachers to overcome these difficulties.
Furthermore, the research determines how teachers provide their oral constructive
feedback toward their learners’ responses. This study has been conducted under the light
of Ted Glynn’s theory of ‘Responsive Social Contexts of Learning (1985). Moreover, the
research work is based on the Mixed Methods Research since the results obtained from
the learner’s questionnaire are analysed using the Microsoft Excel Program. However,
the outcomes gathered from the teachers’ interviews are analysed using Qualitative
Content Analysis. On the basis of the findings of the research study, it is concluded that
most of the learners are given opportunities to interact during English classes. In addition,
the learners encounter many difficulties while speaking. Thus, the teachers design
collaborative activities adopted as techniques to guide their learners to overcome their
difficulties. Furthermore, the teachers provide oral corrective feedback towards their
learners’ responses
Description
30cm ; 56p.
Keywords
Teachers’ Guidance. Speaking Difficulties. Classroom Interaction. Teachers’ Oral Corrective Feedback.
Citation
Language and Communication