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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics
Samaranayake, Sarath Withanarachchi
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Education Languange, Linguistic, Communication & Media

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EFL/ESL Tertiary-Level Learners are No Longer Required to Repeat the Same Dialogues in Speaking Classes: A Case Study from Thai University Samaranayake, Sarath Withanarachchi; Kositchaivat, Sunneeta; Prasansapah, Soranabordin
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1686

Abstract

Over the past few decades, there has been a growing recognition of the positive impact of role-plays involving single events on the speaking skills of EFL learners in various teaching contexts across the globe. However, the effectiveness of role-plays involving sequential events in enhancing the oral proficiency of tertiary-level EFL learners remains unexplored. Therefore, this study aimed to determine whether role-plays involving sequential events were more effective than those involving single events in promoting the oral proficiency of tertiary-level EFL learners. This study employed a pretest-post-test research design and randomly selected two study groups (Treatment: N = 38 and Comparison: N = 38) using purposive sampling techniques. The treatment group was taught using role-plays involving sequential events, while the control group was instructed with role-plays involving single events for one semester. Data was collected through pre and post-tests, intervention tools, and focused group interviews and analyzed using descriptive and inferential statistical tests. The findings indicated that the treatment group, which practised role-plays involving sequential events, demonstrated more significant improvement in speaking proficiency than the control group, which used single events. Based on these positive outcomes, this study suggests that incorporating role-plays involving sequential events into EFL instruction can significantly enhance tertiary-level learners' speaking proficiency. Teachers and educators in the field of EFL/ESL should consider using sequential event role-plays to improve oral communication skills among learners. This approach can be particularly effective in Thai tertiary education, and the results contribute to the discussion on innovative teaching strategies.
EFL/ESL Tertiary-Level Learners are No Longer Required to Repeat the Same Dialogues in Speaking Classes: A Case Study from Thai University Samaranayake, Sarath Withanarachchi; Kositchaivat, Sunneeta; Prasansapah, Soranabordin
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1686

Abstract

Over the past few decades, there has been a growing recognition of the positive impact of role-plays involving single events on the speaking skills of EFL learners in various teaching contexts across the globe. However, the effectiveness of role-plays involving sequential events in enhancing the oral proficiency of tertiary-level EFL learners remains unexplored. Therefore, this study aimed to determine whether role-plays involving sequential events were more effective than those involving single events in promoting the oral proficiency of tertiary-level EFL learners. This study employed a pretest-post-test research design and randomly selected two study groups (Treatment: N = 38 and Comparison: N = 38) using purposive sampling techniques. The treatment group was taught using role-plays involving sequential events, while the control group was instructed with role-plays involving single events for one semester. Data was collected through pre and post-tests, intervention tools, and focused group interviews and analyzed using descriptive and inferential statistical tests. The findings indicated that the treatment group, which practised role-plays involving sequential events, demonstrated more significant improvement in speaking proficiency than the control group, which used single events. Based on these positive outcomes, this study suggests that incorporating role-plays involving sequential events into EFL instruction can significantly enhance tertiary-level learners' speaking proficiency. Teachers and educators in the field of EFL/ESL should consider using sequential event role-plays to improve oral communication skills among learners. This approach can be particularly effective in Thai tertiary education, and the results contribute to the discussion on innovative teaching strategies.
An Investigation into the Teaching Practices and Material Effects on Student Outcomes: A Case Study from Oman Samaranayake, Sarath Withanarachchi; Kositchaivat, Suneeta; Jantarach, Vachira
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1253

Abstract

Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor’s instructional variables and in-house materials influence tertiary-level Omani students’ academic writing proficiency in Omani technological education. The study used a quasi-experimental research design in which two treatment (N = 60) and comparison (N = 60) groups and two instructors were included. The researchers selected participants for the current study using a random purposive sampling technique. The treatment groups received writing instruction via in-house materials, while the comparison groups were instructed using the prescribed textbook by two instructors for two semesters. The study employed four research instruments (a pretest, mid-semester, final exam, and intervention instrument) to gather data, which were analyzed using descriptive and non-parametric tests (Mann-Whitney U test). The results of an MNOVA test that comprised three components (class, instructor, and comparison or treatment group) revealed statistically significant effects on all three factors; class (F = 6.18, p =.001), instructor (F = 2.83, p =.001), and group (F =1. 15, p =.001), indicating that an instructor’s effective instructional procedures and in-house materials, influenced the study groups’ outcomes. Given the findings, it can be concluded that different instructional strategies and in-house materials can affect students’ academic writing proficiency differently.
Co-Authors Jantarach, Vachira Kositchaivat, Suneeta Kositchaivat, Sunneeta Prasansapah, Soranabordin