Enhancing ESL learners' oral communication through use of discussion strategy: an action research study
Date of Award
2009
Document Type
Dissertation
Degree Name
Master of Education (MEd)
First Supervisor/Advisor
Dr. Jane Rarieya
Second Supervisor/Advisor
Zeenat Shariff
Third Supervisor/Advisor
Fauzia Shamim
Department
Institute for Educational Development, East Africa
Abstract
Students' oral communication in classroom settings where english is a second language facilitate their development in the use of the language, thereby increase their language store. This is important if they areto use the language meaningfully. However, teaching and learnig processes in some English language classrooms in Dar es salaam, Tanzania, revealed inadequate opportunities for developing learners' oral communication.
This action resaerch study, therefore, explored how discussion strategy can be used to data collection methods used were interviews, classroom pbservation, reflective conversations and documentary analysis.
Findings from the study suggest that discussion increases the quality and quantity of oral interactions, facilities learning of new words and creates a positive affective climate in the classroom. However, in order to realize these benefits, the teacher's role is vital in setting clear tasks., providing opportunities for speaking and ensuring a safe and encouraging classroom climate. In addition, teacher's wide knowledge base and skills in pedagogy ease facilitation of effective discussions.
Althrough learners' oral communication was ehanced, the prevalent language in use in the school; Kiswahili, still affected the amount of English spoken outside the classroom.
Recommendations and implications for second language classroom practice, traditionally dominated by teacher talk, are discussed.
Recommended Citation
Okoth, Teresa Akinyi (2009). Enhancing ESL learners' oral communication through use of discussion strategy: an action research study (Unpublished Masters Thesis). Dar es salaam: Aga Khan University