The Impact of Self-conversation Recording to Improve EFL Students’ Fluency: A Quasi-Experimental Research
Abstract
This article aims at exploring Bangladeshi EFL students’ use of self-conversation recordings and their effectiveness in improving oral fluency. It also explores using Task-Based Language Teaching (TBLT) to enhance students' speaking performance. The study followed a quasi-experimental research design to check the improvement in the student's oral fluency and accuracy. The sample has been selected purposively. The study sample was 50 EFL students studying in the first semester at the Department of English at the Green University of Bangladesh. Students' speaking data were collected using a pre-test at the beginning of the semester and a post-test at the end of the semester. The data were then analyzed using the statistical software SPSS. The result of the study shows that the self-conversation recording by the students can improve their fluency with grammatical accuracy, and the achievement in the fluency of the students from the experimental group was considerably higher than the control group. The average N-gain score of the experimental group students was better than the control group students (.0424>0.205). However, the mean score achieved in the pre-test in the experimental class and control class was (52.14 <59.16), the mean score achieved in the post-test by the experimental group was higher (72.33 >67.40). The paired sample t-test indicates a significant improvement with a t-value of -14.237 and p. value = .000<0.005. Based on the findings, the study recommends that the instructors of the EFL classroom can use self-conversation recordings to improve their students’ fluency.
Downloads
References
Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: The case of EFL learners at PUNIV-Cazenga. Sage open, 7(2). https://doi.org/10.1177/215824401769
Aliakbari, M., & Jamalvandi, B. (2010). The impact of" Role Play" on fostering EFL learners' speaking ability: A Task-Based Approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.
Brand, C., & Götz, S. (2011). Fluency versus accuracy in advanced spoken learner language: A multi-method approach. International Journal of Corpus Linguistics, 16(2), 255-275. https://doi.org/10.1075/ijcl.16.2.05bra
Bygate, M. (2020). Some directions for the possible survival of TBLT as a real-world project. Language Teaching, 53 (3), 275–288. https://doi.org/10.1017/S0261444820000014
Chowdhury, R., & Kabir, A. H. (2014). Language wars: English education policy and practice in Bangladesh. Multilingual education, 4(1), 21. https://doi.org/10.1186/s13616-014-0021-2
De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893-916. https://doi.org/10.1017/S0142716412000069
Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x
Farooqui, S. (2014). The struggle to teach in English: A case study in Bangladesh. Journal of education and human development, 3(2), 441–457.
Harmer, J. (2007). The practice of English language teaching. Pearson Longman.
Islam, M. Z. (2021). Shift of English Literature learning from classroom to online: preferences and attitude of Bangladeshi undergraduate students. Elsya : Journal of English Language Studies, 3(1), 1–7. https://doi.org/10.31849/elsya.v3i1.5869
Littlewood, W., & William, L. (1981). Communicative language teaching: An introduction. Cambridge University Press.
Lou, Y., Chen, P. and Chen, L. (2016). Effects of a Task-Based Approach to Non-English-Majored Graduates' Oral English Performance. Creative Education, 7(4), 660–668. https://doi.org/10.4236/ce.2016.74069
Malihah, N. (2010). The effectiveness of speaking instruction through task-based language teaching. Register Journal, 3(1), 85–101. https://doi.org/10.18326/rgt.v3i1.85-101
Mondol, M. S., & Mohiuddin, M. G. (2020). Confronting Covid-19 with a paradigm shift in teaching and learning: a study on online classes. International Journal of Social, Political and Economic Research, 7(2), 231-247. https://doi.org/10.46291/IJOSPERvol7iss2pp231-247
NamazianDost, I., Bohloulzadeh, G., & Pazhakh, A. (2017). The effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students. Advances in Language and Literary Studies, 8(2), 243-259. http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.243
Pietri, N. J. M. (2015). The effects of Task-Based learning on Thai students’ skills and motivation. Asean Journal of Management & Innovation, 3(4), 72-80. https://doi.org/10.14456/ajmi.2015.3
Putri, R. N., & Rahmani, B. W. (2019). Students’ perception on using video recording to improve their speaking accuracy and fluency. Proceeding of the UHAMKA International Conference on ELT and CALL (UICELL 2019), 113–122. https://journal.uhamka.ac.id/index.php/uicell/article/view/4155/1266
Rachmawaty, N., & Hermagustiana, I. (2015). Does retelling technique improve speaking fluency?. Teflin Journal, 21(1), 01-08. http://dx.doi.org/10.15639/teflinjournal.v21i1/1-8
Rahman, M. M., & Singh, M. K. M. (2020). Language ideology of English-medium instruction in higher education: A case study from Bangladesh. English Today, 36(4), 40-46. https://doi.org/10.1017/S0266078419000294
Rahman, M. M., Islam, M. S., Karim, A., Chowdhury, T. A., Rahman, M. M., Seraj, P. M. I., & Singh, M. K. M. (2019). English language teaching in Bangladesh today: Issues, outcomes and implications. Language Testing in Asia, 9(1), 1-14. https://doi.org/10.1186/s40468-019-0085-8
Rodriguez, L. M. G & Mosquera, P. A. (2020). The impact of feedback and explicit rhetorical instruction of EFL student's writing proficiency in higher education. Journal of the Spanish Association of Anglo-American Studies. 42(1), 120–142. http://doi.org/10.28914/Atlantis-2020-42.1.07
Septiyana, L. (2019). Designing English speaking materials using Task-Based Language Teaching (TBLT) For Islamic economics students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2). https://doi.org/10.24256/ideas.v7i2.1031.
Sumarsono, D., Muliani, M., & Bagis, A. K. (2020). The forecasting power of task-based language teaching and self-efficacy on students speaking performance. Journal of Languages and Language Teaching, 8(4), 412-421. https://doi.org/10.33394/jollt.v8i4.2848
Wicaksono, A. (2017). Using video recording to improve students’ speaking ability. Proceedings of the International Conference on English Language Teaching (ICONELT 2017), 21–24. https://doi:10.2991/iconelt-17.2018.5
YanJu, S., Mei, S. Y., & Mohamed, Y. (2017). Implementation of voice recording activities in improving Mandarin oral fluency. European Journal of Interdisciplinary Studies, 3(4), 56-61. https://doi.org/10.26417/ejis.v3i4.p56-61
Yundayani, A., & Ardiasih, L. S. (2020). Task-based materials design for academic purposes: Learners’ English writing skill improvement. Studies in English Language and Education, 8(1), 258-275. https://doi.org/10.24815/siele.v8i1.18169
