EFL Teachers’ Strategies with Introvert Students to Enhance their Oral Performance in Debate: The Case of Third Year Students of the Department of English at Mouloud Mammeri University of Tizi Ouzou
Loading...
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University
Abstract
This dissertation explores the strategies employed by EFL (English as a Foreign Language) teachers to enhance the oral performance of introvert students in debates. Its primary objectives are to identify the key characteristics of introvert students, drawing on Carl Jung's theory of personality types, and to examine their main challenges. Additionally, the study aims to investigate the various strategies employed by teachers to support introvert students to perform well in debates, based on Deci and Ryan's Self-Determination Theory and their three core needs. To achieve these goals, the study was conducted within the English department at Mouloud Mammeri University, involving 30 third-year licence students and three teachers of oral expression. Data collection involved administrating the questionnaire to the thirty students via social media and conducting interview with the teachers. The collected data were then analyzed using a combination of quantitative and qualitative methods. The findings of the study revealed a high prevalence of introversion in classes, which is characterized by a strong focus on inner thoughts and energy. Introvert students faced challenges related to shyness, anxiety, fear of making mistakes, and a lack of self-confidence. The study also demonstrated that teachers implemented a range of strategies to enhance introvert students' speaking skill in debate. These strategies included promoting equal participation, organizing discussions in small groups, providing positive feedback, and utilizing visual aids.
Description
71p. : Ill. en coul. ; 30cm(+CD-Rom)
Keywords
Debate, Introvertion, Motivation, Oral Performance, Strategies
Citation
Foreign language Didactics