English Café: An Initiative to Encourage Undergraduate Learners of Al-Asyah Province to Showcase Their Spoken Proficiency in English

Syed Farhat Jahara, Abbas Hussein Abdelrady

Abstract


This article advocates that spoken language is learned only when genuine communication and exposure occur, not when it is practiced simply as a set of structures or only when its grammar is learned. This research study demonstrates the possibility of exploring novel approaches to inspire non-native EFL learners in the Al-Qassim region of Saudi Arabia to master communication skills by establishing a linguistic club named English Café to showcase their spoken proficiency. The study sample consisted of undergraduates from level 1 and level 2 from the first year of the B.A. program. The methodology adopted was a descriptive-analytical method using a questionnaire and spoken activities to achieve the desired objectives. One major finding was that participants improved their communicative competence by participating in pronunciation and speaking activities through constant motivation, preferred learning style, self-interest, and willingness to participate naturally with expert guidance initially and constant practice after that.


Keywords


Activities, communicative competence, EFL learners, English Café, pronunciation, strategies

Full Text:

PDF

References


Alhawsawi, S. (2014). Investigating student experiences of learning English as a foreign language in a preparatory programme in a Saudi university (Order No. U633396). Available from ProQuest Dissertations & Theses Global. (1683610316). Retrieved from https://www-proquest-com.sdl.idm.oclc.org/dissertations-theses/investigating-student-experiences-learning/docview/1683610316/se-2?accountid=142908

Amrullah, A. Z. (2015). Developing language games to teach speaking skill for Indonesian senior high school learners. JEELS (Journal of English Education and Linguistics Studies, 2(2), 13-33.

Atmaca, Ç. (2018). Contrasting perspectives of pre-service and in-service English teachers: What should be an English teacher's role? International Journal of Languages' Education and Teaching, 6(1), 143-153. Retrieved from https://www-proquest-com.sdl.idm.oclc.org/scholarly-journals/contrasting-perspectives-pre-service-english/docview/2101360030/se-2?accountid=142908

Bu, Z, & Guo, E. (2012). The teaching design of college English viewing-listening-and-speaking class from the perspective of social semiotics. Qingdao Daxue Shifanxueyuan Xuebao/Journal of Teachers College Qingdao University, 29(1), 21-26.

Chang, M. (2005). Pronunciation practice activities: A resource book for teaching English pronunciation. Canadian Modern Language Review, 61(3), 436-439. https://doi-org.sdl.idm.oclc.org/10.1353/cml.2005.0013

Demir, A. N., & Zaimoğlu, S. (2021). The relationship between foreign language anxiety and decision-making strategies among university students. Journal of Language & Linguistics Studies, 17, 18-32. doi:10.17263/jlls.903294

Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2012). How well do general-skills ESL textbooks address pronunciation? TESL Canada Journal, 30(1), 22-44. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=89244514&site=ehost-live

Dufresne, A. & Turcotte, S. (1997). Cognitive style and its implications for navigation strategies. In Boulay, B. & Mizoguchi, R. (Eds.) Artificial Intelligence in Education (pp. 287-293). Knowledge and Media in Learning Systems IOS Press.

Dunn, R. S., & Griggs, S. A. (2000). Practical Approaches to Using Learning Styles in Higher Education. Greenwood Publishing Group.

Durling, D, Cross, N. & Johnson, J. (1996). Personality and leaning preferences of learners in design and design‐related disciplines. Proceedings of the International Design and Technology Educational Research and Curriculum Development Conference. (IDATER 96), Loughborough University.

Ellis, R. (1994). The study of second language acquisition. Oxford University Press.

Ford, N. & Miller, D. (1996). Gender differences in internet perceptions and use. Aslib Proceedings 48, 183-192.

Gilakjani, A. P., & Sabouri, N. B. (2016). How can EFL teachers help EFL learners improve their English pronunciation? Journal of Language Teaching & Research, 7(5), 967-972. doi:10.17507/jltr.0705.18

Hancock. M. (2003). English pronunciation in use (2nd ed.). Cambridge University Press.

Hartmann, P., Mentel. J., & Motala, A. (2012). Interactions reading/writing. McGraw-Hill.

Holscherl, C., & Strubel, G. (2000). Web search behaviour of internet experts and newbies, Computer Networks, 33(1), 337-346.

Jahara, S.F. (2012). Digital projects to induce language learning. ICELL-2012, International Conference on English Language and Literature. International Academic and Industrial Solutions (pp. 33).

Jahara, S.F. (2012). Practicing innovative ideas to develop listening proficiency of L2 learners. ICOPE-2012, International Conference on Professional English (pp. 518-519).

Jahara, S.F. (2013). Tech savvy global children. ICELL-2013, International Conference on English Language and Literature. International Academic and Industrial Solutions (pp. 177-181).

Jahara, S.F. (2017). Listening as a catalyst., In Dalal, G. & Gulati, V. (Eds.), Innovations in English language teaching in India: Trends in language pedagogy and technology (pp. 11-20). Lexington Books, Rowman and Littlefield Publications.

Lavalle, P. I., & Briesmaster, M. (2017). The study of the use of picture descriptions in enhancing communication skills among the 8th-grade students-learners of English as a foreign language. Inquiry in Education, 9(1), 1-14.

Mayer, R. E., & Gallini, J. K., (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.

Ministry of Education. (n.d). The Emergence of the Ministry. (n.d.). www.moe.gov.sa. Retrieved February 15, 2021, from https://www.moe.gov.sa/en/aboutus/aboutministry/ Pages/About.aspx

Mooney, S. F., & Little, A. (2020). Students writing poetry. Journal of Christian Nursing: A Quarterly Publication of Nurses Christian Fellowship, 37(2), 1-13. doi:10.1097/CNJ.0000000000000697

Pellicer, O.S., Mur, D, P., Gil, V., & Delgado, C. V. (2020). Developing communication and thinking skills in English as a foreign language education undergraduate student: A proposal for a syllabus model. Onomazein: Revista De Linguística Y Traducción Del Instituto De Letras De La Pontificia Universidad Católica De Chile, 6. 104-125. doi: 10.7764/onomazein.ne6.06

Rahmah, A., & Astutik, Y. (2020). Charades game: Does it affect students’ learning on English vocabulary? EnJourMe (English Journal of Merdeka), 5(1), 75-89. doi:10.26905/enjourme. v5i1.4258

Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly 21, 87-103.

Richards, J.C, & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge University Press.

Riding, R., & Rayner, S. (1998). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. Routledge.

Savage, A. & Mayer, P. (2012). Effective academic writing. (2nd ed.). Oxford University Press.

Stern, H. H. (1992). Issues and options in language teaching., In Lefkowitz, N. (Eds), Studies in Second Language Acquisition, Oxford: Oxford University Press.

Tanka, J., & Most, P. (2012). Interactions-1 listening & speaking. (6th ed.). McGraw-Hill Education.

Tzvetomira, V. (2020) English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English, Australian Journal of Linguistics, 40(1), 135-137, DOI: 10.1080/07268602.2019.1567299

Vision 2030. (2021). Available at: https://www.vision2030.gov.sa/en

Wallace, M. (1991). Training foreign language teachers. A reflective approach. (1st ed). Cambridge University Press.

Wang, M. (2011). Using multimodal presentation software and peer group discussion in learning English as a second language. Australasian Journal of Educational Technology, 27(6), 907-923. doi:10.14742/ajet.920.

Willing, K. (1987). Learning styles in adult migrant education. In Nunan, D. (Eds), NSW Adult Migrant Education Service.

Xiao, J. (2014). What do distance language tutors say about teacher motivation? Open Learning, 29(2), 145-159. https://doi-org.sdl.idm.oclc.org/10.1080/02680513.2014.931804




DOI: http://dx.doi.org/10.29333/ejecs/776

Refbacks



Journal of Ethnic and Cultural Studies E-ISSN: 2149-1291

Copyright © Center for Ethnic and Cultural Studies (CECS) Publishing Inc.

To make sure that you can receive messages from us, please add the 'ejecs.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

SCImago Journal & Country Rank EBSCO HostCrossRef DOI – EScience Press

upload.wikimedia.org/wikipedia/commons/1/1d/Gal... ICI Journals Master Listerihplus hashtag on TwitterProQuest (@ProQuest) | Twitter