Email this article Challenges Encountered by the Teachers Handling Oral Speech Communication Courses in the Era of Covid-19 Pandemic
Abstract
The fundamental reason for this survey is to point out the challenges encountered by the teachers, students, schools, and parents in facing and handling the oral communication subject during the pandemic. Given that, most of the medium of instruction we are using now is distance learning, it poses issues and concerns on how our respondents dealt with the situation. A descriptive- survey research design was being utilized to document the behavior, demographics, and experiences of the respondents correlated to the questions provided. The questionnaire includes questions that seek to gather information on their basic profile, current experiences, and behavior towards the problem. Therefore, I have narrowed down the different problems encountered by the teachers, students, school, and parents based on the responses I have collected. Some respondents answered the same problem encountered that leads to the validity of the issue. Most of the teachers encountered the problem of the students with lack of motivation which is indeed a very complicated problem because it deals with emotional readiness and stability. The students’ side of encountering a problem is the difficulty in comprehending the topics of the module because lessons are not explained personally by the teachers.
Keywords
Full Text:
FULL PDFReferences
Al-Issa, A., & Al-Qubtan, R. (2010). Taking the floor: Oral presentations in EFL classrooms. TESOL Journal, 1(2), 227–246.
Brooks, G., & Wilson, J. (2015). Using oral presentations to improve students’ English language skills. Kwansei Gakuin University Humanities Review, 19, 199–212.
Brown, A. (1989). Models, standards, targets/goals, and norms in pronunciation teaching. World Englishes, 8(2), 193–200. https://doi.org/10.1111/j.1467-971X.1989.tb00654.x
Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation. Cambridge University Press.
Chun, D. M. (2012). Computer-assisted pronunciation teaching. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 823–844). Wiley Blackwell.
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion volume. Retrieved from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford University Press.
Dalton-Puffer, C., Kaltenböck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115–128. https://doi.org/10.1111/1467-971X.00052
Derwing, T., & Munro, M. (Eds.). (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Benjamins.
Fang, F. (2019). Re-positioning accent attitude in the global Englishes paradigm: A critical phenomenological case study in the Chinese context. Routledge.
Gilbert, J. (2010). Pronunciation is an orphan: What can be done? TESOL. Retrieved from https://www.tesol.org/docs/default-source/new-resource-library/pronunciation-as-orphan-what-we-can-do-about-it-.pdf
Girard, T., Pinar, M., & Trapp, P. (2011). An exploratory study of class presentations and peer evaluations: Do students perceive the benefits? Academy of Educational Leadership Journal, 15(1), 77–94.
Grant, L. (1995). Creating pronunciation-based ESL materials for publication. In P. Byrd (Ed.), Material writer’s guide (pp. 107–123). Heinle & Heinle.
Guo, H. (2015). Creating an interactive English classroom. In W. Yang & Q. Hou (Eds.), Proceedings of the 2015 3rd international conference on management science, education technology, arts, social science and economics (pp. 967–971). Atlantis Press. Retrieved from https://doi.org/10.2991/msetasse-15.2015.209
Hine, B., & Northeast, T. (2016). Using feed-forward strategies in higher education. New Vistas, 2(1), 28–33.
Isaacs, T., & Trofimovich, P. (Eds.). (2017). Second language pronunciation assessment: Interdisciplinary perspectives. Multilingual Matters.
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Jones, R. H. (2005). Beyond “listen and repeat”: Pronunciation teaching materials and theories of second language acquisition. The system, 25(1), 103–112. https://doi.org/10.1016/S0346-251X(96)00064-4
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. https://doi.org/10.2307/3588485
Lightbown, P., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Moyer, A. (2013). Foreign accent: The phenomenon of non-native speech. Cambridge University Press.
Müller, A. (2012). English pronunciation training in the language laboratory at the University of Vienna [Unpublished diploma thesis]. The University of Vienna. Retrieved from http://othes.univie.ac.at/24460/1/2012-12-17_0301055.pdf
Pöcksteiner, C. (2019). Motivation and achievement in advanced EFL pronunciation learning [Unpublished diploma thesis]. The University of Vienna. Retrieved from http://othes.univie.ac.at/56057/1/59386.pdf
Richter, K. (2019). English-medium instruction and pronunciation: Exposure and skills development. Multilingual Matters.
Thir, V. (2014). PPOCS 1 revisited [Unpublished diploma thesis]. The University of Vienna. Retrieved from http://othes.univie.ac.at/34801/1/2014-10-27_0803539.pdf
Walker, R. (2010). Teaching the pronunciation of English as a Lingua Franca. Oxford University Press.
Walker, R., & Zoghbor, W. (2015). The pronunciation of English as a Lingua Franca. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 433–453). Wiley Blackwell.
Wells, G. (1981). Learning through interaction: The study of language development. Cambridge University Press.
Young, T., & Walsh, S. (2010). Which English? Whose English? An investigation of “non-native” teachers’ beliefs about target varieties. Language, Culture and Curriculum, 23(2), 123–137.
DOI: https://doi.org/10.33394/jollt.v10i2.4963
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Louie Petere Gula
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.