In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ speaking skills
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The purpose of this study is to find out secondary school English language teachers' frequently used corrective feedback preferences, how often and why they use these certain corrective feedback styles in their classes. Qualitative research methods are employed and case study design is used in the research. 10 teachers and the classes they lecture are selected in the province of Tokat, Turkey and interviews, observations and written documents are conducted to collect data. The interviews‟ data are analyzed by using MAXQDA program. Frequencies of oral and written feedback are calculated in observations and written documents. Findings show that the students mostly make pronunciation errors and teachers correct the students‟ errors themselves. However, they think that peer correction and students‟ own corrections are more effective than correction by teacher. Observations show that teachers most frequently use recast and translation methods while correcting oral errors. As a strategy for providing written correction, they mostly use direct corrective feedback and make reformulation. This research shows that corrective feedback types and frequencies change according to teachers and also to the level of students
WHAT ARE THE ALTERNATIVE FUNCTIONS AND BENEFITS OF CELL PHONES FOR STUDENTS?IJITE
Taiwanese College students bring their own cell phones in the English classroom and teachers may become overwhelmed with these technology trends. This study aims to provide a realistic perception of the hidden meanings of the use of mobile devices in English class settings and the benefits it can bring to the students. For this purpose, two conventional classes of fourth year license degree in the Department of Travel Management were the respondents. The students’ schooling experiences were clarified with a student
satisfaction questionnaire, their values highlighted with an interview, and their social interactions explained with observations of the two classes. The results of this study show that, even though they were not used to working collaboratively in small team-work groups, Taiwanese students were highly likely to develop a collaborative learning style that utilizes emails and internet connections matching their learning
needs and motivations and optimizing their academic success.
The Role of the Communication Oriented Approach in Teaching EFLYogeshIJTSRD
The aim of the article is to describe the significance of Communication oriented approach in the teaching process of English as a foreign language EFL and review the ways of using this method to improve students’ communicative competence and skills. The article focuses on the relevance of this approach as at present the communicative approach is popular in teaching foreign languages. The promotion of basics of communicative methodology is an urgent need for teaching practice, because it is the communicative methodology that is adequate to such a goal as teaching communication, and the communicative direction has been enriched with new research, that should become the property of the teachers. Also, the paper discusses current studies and ideas related to Communication oriented approach in order to provide a more vivid understanding of its implementation in EFL contexts. The author notes that Communication oriented approach will help to develop students’ progress in multiple skills at the same time. Also, the author puts forward the assumption that lessons based on the communication oriented approach can help to quickly master the skills of communication in the EFL compared to traditional lessons. Eshniyazova Tamara Matenovna "The Role of the Communication- Oriented Approach in Teaching EFL" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39828.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/39828/the-role-of-the-communication-oriented-approach-in-teaching-efl/eshniyazova-tamara-matenovna
Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...AJSERJournal
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The purpose of this study is to find out secondary school English language teachers' frequently used corrective feedback preferences, how often and why they use these certain corrective feedback styles in their classes. Qualitative research methods are employed and case study design is used in the research. 10 teachers and the classes they lecture are selected in the province of Tokat, Turkey and interviews, observations and written documents are conducted to collect data. The interviews‟ data are analyzed by using MAXQDA program. Frequencies of oral and written feedback are calculated in observations and written documents. Findings show that the students mostly make pronunciation errors and teachers correct the students‟ errors themselves. However, they think that peer correction and students‟ own corrections are more effective than correction by teacher. Observations show that teachers most frequently use recast and translation methods while correcting oral errors. As a strategy for providing written correction, they mostly use direct corrective feedback and make reformulation. This research shows that corrective feedback types and frequencies change according to teachers and also to the level of students
WHAT ARE THE ALTERNATIVE FUNCTIONS AND BENEFITS OF CELL PHONES FOR STUDENTS?IJITE
Taiwanese College students bring their own cell phones in the English classroom and teachers may become overwhelmed with these technology trends. This study aims to provide a realistic perception of the hidden meanings of the use of mobile devices in English class settings and the benefits it can bring to the students. For this purpose, two conventional classes of fourth year license degree in the Department of Travel Management were the respondents. The students’ schooling experiences were clarified with a student
satisfaction questionnaire, their values highlighted with an interview, and their social interactions explained with observations of the two classes. The results of this study show that, even though they were not used to working collaboratively in small team-work groups, Taiwanese students were highly likely to develop a collaborative learning style that utilizes emails and internet connections matching their learning
needs and motivations and optimizing their academic success.
The Role of the Communication Oriented Approach in Teaching EFLYogeshIJTSRD
The aim of the article is to describe the significance of Communication oriented approach in the teaching process of English as a foreign language EFL and review the ways of using this method to improve students’ communicative competence and skills. The article focuses on the relevance of this approach as at present the communicative approach is popular in teaching foreign languages. The promotion of basics of communicative methodology is an urgent need for teaching practice, because it is the communicative methodology that is adequate to such a goal as teaching communication, and the communicative direction has been enriched with new research, that should become the property of the teachers. Also, the paper discusses current studies and ideas related to Communication oriented approach in order to provide a more vivid understanding of its implementation in EFL contexts. The author notes that Communication oriented approach will help to develop students’ progress in multiple skills at the same time. Also, the author puts forward the assumption that lessons based on the communication oriented approach can help to quickly master the skills of communication in the EFL compared to traditional lessons. Eshniyazova Tamara Matenovna "The Role of the Communication- Oriented Approach in Teaching EFL" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39828.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/39828/the-role-of-the-communication-oriented-approach-in-teaching-efl/eshniyazova-tamara-matenovna
Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Similar to Using Information Gap Activities in Promoting Speaking Skills for Elementary Level Students at Dong Nai Technology University: Students’ Perspectives
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...AJSERJournal
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
students’ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure students’ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and students’ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve students’ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving students’
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
Efforts to Improve Students' Ability to Write Text in the Form of Procedures ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to
Improve Students' Ability to Write Text in the Form of Procedure
through the Make a Match Learning Model in Class IX.4 of SMP
Negeri 1 Batang Anai. This type of research is classroom action
research with research subjects being grade IX.4 students of SMP
Negeri 1 Batang Anai with a total of 32 students. This study consisted
of two cycles, where the first cycle was carried out at meetings 1 and
2 and the second cycle was carried out at meetings 3 and 4. Each cycle
consisted of four stages of research, namely planning, implementing
actions, observing and reflecting. To obtain research data three
instruments were used, namely observation sheets, field notes, and
test sheets, which were analyzed qualitatively using percentages.
Based on the results of the study showed that the learning activities
of class IX.4 students using the make a match learning model
increased from initial conditions, cycle I and cycle II
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
Investigating Students’ Attitudes Towards Listening and Speaking in the Engli...SubmissionResearchpa
This study sought to investigate students’ attitudes towards listening and speaking in the English classroom at Al Istiqlal University. The researchers noticed that freshmen students at Al Istiqlal University were de-motivated and reluctant to get involved in listening and speaking activities in the English classroom. One root cause may be students’ prior experience of learning English in Palestinian state schools where Arabic is the dominant language (Hamdallah, 1999) and where there may be little provision of speaking and listening to English. The researchers sought to experiment with innovative teaching methods to address these problems. These included using group work, giving students clearly defined roles, using technological applications and drawing on students’ personal lives as strategies to motivate students and change their attitudes towards listening and speaking activities. A stratified–purposeful sample consisting of 18 freshman students was selected. The researchers used a quantitative approach to measure changes. The researchers also used qualitative instrument for the purpose of the study. A questionnaire was administered at the beginning and end of the study to determine changes in students’ attitudes. Also, interviews were organized to decide and get comments on the influence of the strategies which were used. Results indicated that there was a significant difference in students’ attitudes towards listening and speaking activities in English class. When the researchers used different strategies such as: role plays cards, group activities, technology and different assessment forms, students expressed positive feelings, enjoyment and fun. The researchers recommend that teachers in similar university-level context should implement different strategies such as: group wok, role plays, cards, videos and some applications i.e. Padlet to motivate students bridge the gap between school life and university life. It was also found that such strategies help to change students’ attitudes to listening and speaking by Khaled M S Masood and Hussam A Qadomi 2020. Investigating Students’ Attitudes Towards Listening and Speaking in the English Classroom at Al Istiqlal University: An Action Research. International Journal on Integrated Education. 3, 8 (Aug. 2020), 70-76. DOI:https://doi.org/10.31149/ijie.v3i8.538 https://journals.researchparks.org/index.php/IJIE/article/view/538/514 https://journals.researchparks.org/index.php/IJIE/article/view/538
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
What are the Alternative Functions and Benefits of Cell Phones for Students?IJITE
Taiwanese College students bring their own cell phones in the English classroom and teachers may become
overwhelmed with these technology trends. This study aims to provide a realistic perception of the hidden
meanings of the use of mobile devices in English class settings and the benefits it can bring to the students.
For this purpose, two conventional classes of fourth year license degree in the Department of Travel
Management were the respondents. The students’ schooling experiences were clarified with a student
satisfaction questionnaire, their values highlighted with an interview, and their social interactions
explained with observations of the two classes. The results of this study show that, even though they were
not used to working collaboratively in small team-work groups, Taiwanese students were highly likely to
develop a collaborative learning style that utilizes emails and internet connections matching their learning
needs and motivations and optimizing their academic success.
Technology-mediated sociocultural practice requires the dynamic interplay of learner-users’ roles, learning contexts and technology tools. The behavioral intentions of users interact with the perceived features of these tools in enabling up-to-date personal experiences of leisure learning and social networking available online. The aim of this article is to explore the current perceptions among Malaysian university students about their daily learning strategies of English as a Second Language (ESL) via social networking. It initially makes use of the online surveys (quantitative self-reported questionnaire) that have been administered to final year Malaysian university students, ESL learners’ population of approximately 500 students. The result shows that there is obvious potential within these new media resources to empower Malaysian ESL learners with authentic learning potentials such as to communicate, practice and rehearse through the multiple identities and learning strategies they adopt in the virtual environment.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
Similar to Using Information Gap Activities in Promoting Speaking Skills for Elementary Level Students at Dong Nai Technology University: Students’ Perspectives (20)
Public Awareness in Management of Pro-Environmental and Sustainable Tourism AreaAJSERJournal
Attitudes and behaviours of caring for the environment are the willingness arising from internal
encouragement to express actions to care about the environment, to improve or maintain the quality of the
environment. The purpose of this research is to see the dominant factor that influences the attitudes and behaviours of
caring for the environment in the community who live in the tourist area. Research is in the Bili-Bili Dam Tourism Area,
South Sulawesi Province. The number of samples in this study was 100 respondents. The survey method in this study
conducted by in-depth interviews and through questionnaires to respondents. The sampling technique used is to use
purposive sampling. Processing questionnaires obtained from respondents then proceed with data analysis with
confirmatory analysis or often referred to as Confirmatory Factor Analysis (CFA) with IBM AMOS Program. The results
showed that attitudes and behaviours in environmental care would increase if there is direct involvement of the
community in tourism management in the region. The existence of a sense of belonging will lead to attitudes and
behaviours to guard the tourist area. Factors that are encouraging attitudes and behaviours to care for the
environment by the surrounding community will have a direct impact on the sustainability of the region and the
environment.
Assessment of the Spatial Compliance and Negligence of Environmental Laws on ...AJSERJournal
This research work examined the spatial compliance and negligence of environmental laws on waste
management practices and consequences in the south-south region of Nigeria. Data for this study were collected from
primary and secondary sources, through the administration of one thousand, seven hundred and twenty eight (1,728)
copies of questionnaire using the random sampling method on respondents. Simple percentages, charts, student’s ttest, anova, and correlation statistical techniques were used in the analysis of the data collected. This study revealed
that waste management practices and controlled dumpsites location in the study area were not in compliance with
environmental laws. The null hypothesis one was rejected in favour of the positive hypothesis and concluded that, there
is a significant relationship between the waste dumpsites in the study area, and the impacts of their health hazards on
the immediate environment. The study therefore recommends that, in our pursuit of environmental protection and
compliance of environmental laws, we should strive towards achieving a balance in the benefits we derive from
activities that cause environmental pollution and the resultant harmful effects.
Thomas Samuel Kuhn’s Conceptual View on the Historical Philosophy of Science ...AJSERJournal
This study emphasizes the Thomas Samuel Kuhn’s concept of paradigm as an intellectual framework.
Philosophers and historians of science, including Kuhn himself, ultimately accepted a modified version of Kuhn's model,
which synthesizes his original view with the gradualist model that preceded it. Think of a paradigm shift as a change
from one way of thinking to another, it’s a revolution, a transformation, a sort of metamorphosis. Kuhn’s influence has
been immense not only in the philosophy and history of science but also in other disciplines. His contributions showed a
shift from historical, psychological and sociological approach to a philosophical one.
Actuality Test - A Technique for Expeditious Agglomeration Detection in a Lab...AJSERJournal
This research has concentrated on the application of actuality/reality test for speedy confirmation of
lumps/agglomerates formation thereby emphasizing the roles of alkali metals and silica in agglomeration during the
combustion of some selected biomass fuels (miscanthus, white wood, and willow) in a laboratory-scale fixed bed.
Biomass fuels are CO2 neutral and very rich in alkali metals especially potassium, K and sodium. Potassium played
predominant roles in the agglomeration formation of these selected biomass fuels. During the experiments, huge
agglomerates were formed at a lower melting temperature of 350 0
C when potassium hydroxide, KOH and silica sand
were heated together directly (reality test) in the combustion chamber (Gooch crucible). Harder and tougher
agglomerates were produced at 502 0
C. This attested to the fact that, agglomerates are produced from the formation
of a low melting temperature eutectic compound (alkali-silicate) in the form of K-silicate. The eutectic compound has a
lower melting temperature than the melting temperature of the parent materials - the alkali metals or the silica from
sand, which is the bed material. It therefore melts sharply in the bed and formed lumps in form of agglomerates. The
results of this research have indicated that, potassium K and silica SiO2 are very important in the formation of
agglomerates during the combustion of biomass fuels. Gooch ceramic crucible is a very good combustion chamber for
the combustion of biomass fuels experiments/tests in a laboratory – scale fixed bed. It accommodated more heat
distribution into the combustion chamber than the conventional ceramic crucible.
Effect of Inhibitor Concentration and Immersion Time on the Corrosion Rate an...AJSERJournal
The effect of inhibitor concentration and immersion time on the corrosion rate and inhibition efficiency of
AISI 1019 steel in seawater environment were investigated by means of weight loss measurement (WLM) at an interval
of 6days for a period of 60 days. AISI 1019 steel were immersed in seawater solution in the absence and presence of
varying inhibitor concentrations of potassium chromate (PC), Sodium Nitrite(SN), Methyl Orange (MO), Methyl Red
(MR), Terminalia Catappa Leaves (TCL) Extract, Carica papaya Leaves (CPL) Extract. The results showed that there is an
increase in inhibition efficiency with increase in inhibitor concentration and decrease in inhibition efficiency with
increase in immersion time. The inorganic inhibitor (potassium chromate), inorganic inhibitor (Sodium Nitrite), the
organic Inhibitor (Methyl Orange), the organic inhibitor (Methyl Red), the green inhibitor (Terminalia Catappa Leaves)
and green inhibitor (Carica Papaya Leaves) produced their best inhibition efficiency of 71.94%, 634%, 68.94%, 68.32%,
627% ,59.79% respectively at a concentration of 10g/L. From the result obtained, the potassium chromate inhibitor has
better inhibitory property than other inhibitors, which revealed that it is best suited for inhibition of corrosion of mild
steel in seawater environment.
Nutritional Profile and Physicochemical Properties of Peach Varieties in Ethi...AJSERJournal
Nutritional and functional characteristics of fruits are related to their quality and are influenced by
genotype and ripening stage, and by environmental conditions and orchard management practices. The purpose of this
research was to test nutritional profile and selected physicochemical properties of different improved and adopted
peach varieties in Ethiopia and comparative study among varieties and between study varieties and standard
reference. The result got show that improved peach varieties greater amount of ash (4.3-5.51%), protein (4.34-6.05%),
fat (0.097-1.386%) and fiber (2.87-4.611%) than standard reference (0.263, 1.423, 0.427, and 1.20%, in the
aforementioned order) but lower in carbohydrate (84.411-89.90%) than standard of (96.678%). The mineral content
higher in K (0.48-1.182%), Ca (0.162-0.565 %), Mg (0.037-0.066%), Fe (16.33-159.2%) and Zn (2.43-8.84%) than
standard reference (0.942, 0.051, 0.071, 16.32, 3.213%), respectively except Na, Mg, Cu and Sulfur while the fruit
quality was revealed low moisture content which less water and medium vitamin C (3.99-5.55%) and TSS (8.36-
14.31%). We observed variation in proximate composition and mineral content among sixteen peach varieties.
Effect of Enterprise Risk Management on Sustainable Financial Performance of ...AJSERJournal
The paper is aimed at determining the effect of Enterprise Risk Management (ERM) on Sustainable
financial performance of deposit money banks in Nigeria. The specific objectives of the research is to determine the
effect of ERM on earning per share (EPS) and to ascertain the effect of ERM on Tobin Q. Descriptive research design
was adopted for the study considering the total population of all the twenty-one listed deposit money banks in Nigeria.
Data were gathered via secondary source from five (5) public annual reports of the listed deposit money banks for a
period of six years ranged from 2013-2018 and analysed using percentages and ratios. Multiple regressions was
employed in data analysis and testing the hypotheses; in determining if there is a significant effect of Enterprise Risk
Management on Earnings per Share and Tobin Q of listed deposit money banks in Nigeria. The study revealed that
there is a positive and significant relationship between ERM (Firms Size, Leverage) and sustainable financial
performance (TQ & EPS) of listed deposit money banks in Nigeria. Based on the findings, the study recommends that
financial institutions in Nigeria should employ robust Enterprise Risk Management Practices as these are likely to
greatly influence their financial performance in one way or the other and that Central Bank of Nigeria and other
regulators should endeavour to strengthen the enforcement of risk control mechanism to boost a robust bank
performance.
Impact and Performance of Linen Fiber Reinforced Concrete in Slender ColumnsAJSERJournal
This study was consisted of two phases, revealed the behavior of Self-Compacting Concrete (SCC)
specimens of small-diameter slender column to achieve high quality concrete properties without using concrete
vibrator. The first phase investigated the effect of linen fiber on the rheological properties of SCC using two mixes types:
type I mix: without lime powder, and type II mix: with 20% lime as a replacement of cement content. The linen fiber was
contented of 0, 2, and 4 Kg/m³. In the second phase, the type II mix was used to cast three columns; one with plain SCC
and the other two with 2 and 4 Kg/m³ fiber contents. These columns were cured and cut in a certain manner to obtain 7
cylinders 150 × 300 mm and 8 slices 20 mm thickness. The cylinders were used to measure the distribution of unit
weight, compressive strength, and ultrasonic pulse velocity (UPV) along the column height. The rheological properties
of SCC were reduced with the additives of fibers to the mix constituents, but the properties of Fiber reinforced SelfCompacted Concrete (FSCC) were tested at 4 Kg/m³ fiber content. The distribution of unit weight, compressive strength,
and UPV provided good compaction of concrete. Also, the distribution of coarse aggregate at bottom, middle and top
sections of columns were uniformly distributed.
College Students' Attitude towards Premarital Sex: Implication for Guidance a...AJSERJournal
In many African countries, discussing sexuality still remains a taboo, despite the increasing number of
sexual activities among college students. The study sought to find out college students attitude towards premarital sex
and the implication of guidance and counselling. It was guided by the social learning theory. Using a descriptive survey
design data was collected through personally delivered questionnaire to 452 students who were randomly selected
from middle level colleges in Nakuru County. The questionnaire was validated through piloting in one college outside
Nakuru. Reliability coefficient for questionnaire was estimated through test-retest method and Cronbach’s alpha stood
at R=84. Data was analyzed using qualitative and quantitative data. Study findings indicate that 258 or 57% of the
respondents were liberal about premarital sex and viewed it as a normal act that should not attract criticism. A total of
194 or 43% were conservative and believed that it is against the norms of society and the teachings of the church.
Factors associated with premarital sex, include love, peer pressure, drug abuse and economic factors. Counselling was
seen as the best strategic to handle sex issues, but was not effective due to stigma associated with premarital sex. The
study recommended the college administrators step up strategies to supervise both the social and academic life of the
students. By providing them with information, to make informed consent on sexual matters.
Observations of Teacher-Student Interactions in VietnamAJSERJournal
Every day, teachers make dozens of interactions with students to make sure that the students can achieve
their learning goals effectively. Classroom practices with teacher-student interactions not only help teachers build a
good working environment but also assist students in forming their responsibility for learning. This paper points out the
limitation of Vietnamese teacher-student interactions in the classroom and then suggest several solutions to this
problem.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
Buckingham PI Dimensional Analysis of Cake Yield from Sludge Filtration ProcessAJSERJournal
Buckingham Pi dimensional analysis was used to derive an equation expressing filterability in terms of Filter
cake yield. The model shows that the cake yield from a pressure filter is directly proportional to the filter area of the
vessel, applied pressure and initial solids content of the sludge while being inversely proportional to specific resistance,
viscosity of filtrate, compressibility coefficient of the slurry and pressing time. The new model which incorporated the
compressibility attribute of the slurry hitherto unaccounted for in previous models enables performance of a pressure
filter (Filter Press) to be predicted from a simple laboratory determination of cake yields. It was observed that
increasing ferric chloride dosage from 11.87% to 22.61% increased filter cake yield from 3.785 x 10-4g/cm2
s to 4.4118 x
10-4g/cm2
s while reducing specific resistance from 1.7372 x 1010cm/g to 1.5940 x 1010cm/g. Moreover, the optimum
dosage from the graph to attain acceptable filtrate quality was 19.63% for an operating pressure of 6628.18g/cm2
. It
was also observed that increasing compressibility from 0.7076 cm s2
/g to 0.7314 cm s2
/g led to decreased solids
capture from 3.7682 g/cm2
s to 3.5763 g/cm2
s for the tested 0.0194 g/cm3 sludge sample. Considering the differences in
the parameters tested, the comparative analytical results showed that there was closer agreement between the actual
cake yield and predicted values while values predicted from other models were out of range. Experimental verification
of the new model showed that the predicted performance agrees with the actual experimental values with a correlation
coefficient of 0.993
Authentication of Lumps Formation in a Laboratory Scale - Fixed bed Combustio...AJSERJournal
This study has focused on the impact of additive / authentication of agglomeration behaviour in some
selected biomass fuels - white wood, willow, and miscanthus during their combustion processes in a laboratory-scale
fixed bed by which Gooch crucible was used as the combustion chamber. Biomass fuels contains huge quantity of alkali
metals particularly potassium, K and sodium, Na with potassium playing the predominant roles in the agglomeration
formation of these selected problematic biomass fuels. Agglomerates were formed in the combustion chamber at 750
0C and 802 0C under the atmospheric pressure. This was credited to the formation of eutectic compounds in the form of
alkali-silicates (K-silicates or Na-silicates). The eutectic compound has a lower melting temperature than the melting
temperature of either the alkali metals from the biomass fuels or the silica from the bed materials (sand). It therefore
melts quickly in the bed and formed chunks in form of agglomerates. Scanning electron microscopy and energy
dispersive x-ray spectroscopy (SEM and EDX) on the samples confirmed agglomerates formation during the combustion
processes of these selected biomass fuels. EDX results indicated that, the interior of the agglomerates was
overshadowed with Si from the sand while the exterior or the peripheries were dominated with alkali metals, K, and Na
from the biomass fuels ash.
Other trace elements present in the agglomerates are P, Al, Ca, Cl, Fe, and Mg. With the addition of 10%additive
(kaolin) Al2 Si2 O5 (OH)4 to the bed materials and the combustion processes repeated under the same operating
conditions, no agglomerate was formed at either 750 0C or 802 0C. The results have shown that, addition of 10% kaolin
(additive) to the biomass particles grossly reduced formation of agglomerates in the bed. Gooch ceramic crucible is a
very reliable tool for the agglomeration experiments in the laboratories during biomass fuel combustion for heat
generation or combine heat and power generation (CHPG). This is also applicable to other combustion beds particularly
fluidized bed combustion (FBC).
Energy Recovery of Biomass: Study Comparative Experimental of Fixed Bed Combu...AJSERJournal
Energy recovery of biomass is considered as an important source of energy. The main objective of this
experimental study is to validate the use of olive pomace as an alternative fuel using a comparison with that of wood.
Therefore a biomass boiler was designed and fabricated based on two separate compartments. Experiments tests
showed that the average temperature in the boiler is around 700 °C for pomace and 670 °C for sawdust with variations
up to 100 °C depending on fuel supply. In this study, the temperature distributions within of the combustion chamber of
pomace and sawdust of wood are presented, evaluated and analyzed. The removal of combustion gas is produced via a
probe of a multi-gas analyzer placed at the smoke outlet. Analysis of combustion gases such as NO, CO, CO2 and O2 are
illustrated and discussed. The results showed that low values of nitrogen oxides NOx have been observed, well below
standard limit values and absence SOx
Comparative Study of Impact of Aluminium and Titanium Oxides Nanoparticles on...AJSERJournal
Drilling fluid has a lot of importance and application in the oil drilling process which includes the removing
of cuttings and prevention of fluid transfer to and from the rock strata. With the addition of nanoparticles it is possible
to facilitate in-situ control of the drilling fluid rheology, increasing the hydraulic efficiency of drilling campaigns and
reducing costs in a variety of reservoir environments. This study was aimed at investigating how water based drilling
fluid (WBDF) rheological property can be improved using Aluminum oxide and Titanium oxide nanoparticles. To achieve
this aim, ten laboratory samples of drilling fluids each in different proportion of additives and nanoparticles were
prepared and analyzed. The WBDF samples were prepared using the standard laboratory barrel (350 ml) method.
Different proportions of Xanthan gum, Aluminum oxide and Titanium oxide were used. Brookfield rotational viscometer
was used to determine the rheological properties of the samples. Also, the structural analysis of the interaction
between the nanoparticles and the xanthan gum were determined using Fourier Transformation Infra-red (FTIR)
spectroscopy. From the results obtained, it can be concluded that aluminum and titanium oxide nanoparticle improved
the rheological properties of the water based drilling fluid. In conclusion, the introduction of Aluminum oxide and
Titanium oxide nanoparticles improved the rheological performance of water based drilling fluids with xanthan gum
additive.
Review on Biogas Production in NigeriaAJSERJournal
One of the greatest challenges facing the Nigerian societies now and in the future is the reduction of green
house gas emissions, energy generation, power supply and thus preventing the climate change. It is therefore necessary
to look for an alternative with renewable and recycling sources, such as biogas. Biogas can be produced from various
organic waste streams or as a byproduct from industrial processes. Beside energy production, the degradation of
organic waste through anaerobic digestion offers other advantages, such as the prevention of odor release and the
decrease of pathogens. Moreover, the nutrient rich digested residues can be utilized as fertilizer for recycling the
nutrients back to the fields. However, the amount of organic materials currently available for biogas production is
limited and new substrates as well as new effective technologies are therefore needed to facilitate the growth of the
biogas industry all over the world. Hence, major developments have been made during the last decades regarding the
utilization of lignocelluloses biomass, the development of high rate systems and the application of membrane
technologies within the anaerobic digestion process in order to overcome the shortcomings encountered. The
degradation of organic material requires a synchronized action of different groups of microorganisms with different
metabolic capacities. Recent developments in molecular biology techniques have provided the research community
with a valuable tool for improved understanding of this complex microbiological system, which in turn could help
optimize and control the process in an effective way in the future.
Analysis of Factors Influencing Participation of Farm Households in Watermelo...AJSERJournal
The study analyzed the factors influencing participation of farm households’ in watermelon production in
the study areas. Three local government areas out of Sokoto state were purposively selected. Questionnaire was used
to collect data. Multistage of sampling techniques were used to arrive at the sample size of 181 farm households’ for
the study. Likert scale is used to analyse the level of participation of farm households’, frequency and inferential
statistics were used to analyze the data. The findings revealed that (55.8%) of the farm households are within the ages
of 25-30 years, majority (96.7%) are male It shows that majority (64.0%) of the farm households participated in
watermelon production as a result of higher income generated. Multiple regression analysis result revealed significant
relationships between farm households participation in watermelon production and their socio-economic
characteristics at P<0.05. The constraints faced by the farm households are storage technology and improved
agricultural inputs. Most (63.5%) of the farm households believed that provision of subsidized agricultural inputs and
market accessibility are forms of assistance that will encourages farm households to partake in watermelon production.
It is recommended that government and donor agencies should encourage farm households’ by providing them with
the modern agricultural inputs so as to influence them to participate fully into watermelon production irrespective of
their Socio-economic differences.
Association of Iron Deficiency with Dysphagia: Review ArticleAJSERJournal
Objective: Patients will Iron Deficiency Anemia has been found to have Dysphagia associated with Oral, Pharyngeal and
at esophageal level however, limited data and studies are available to discover the relation of this nutrient with
swallowing difficulty. Therefore the following review of the available studies has been conducted to proof the direct
relation of Iron deficiency in the cause of dysphagia and the same supplements can help to improve swallowing
difficulty.
Purpose: The study made here under, hypothesizes to identify the following aspects:
1. Does Iron deficiency Anemia affects all levels of Dysphagia?
2. Can Iron supplements be used to improve swallowing difficulty with adult patients?
3. Is it the Iron deficiency that causes impairment in the pharyngeal and esophageal track or, does is it the dysphagia
that causes Anemia?
Method: A systematic review analysis was conducted through the published studies from Skyhub or Pub Med to form a
critical investigation and view point. The included readings taken into account were from 2001 to present date.
Conclusion: The association of Iron with Dysphagia was found to be positive, how the exact nature of interdependence
remained ambiguous
Adsorption kinetics of Copper, Lead and Zinc by Cow Dung, Poultry Manure and ...AJSERJournal
This study highlights the effect of cow dung, cocoa pod and poultry manure in the removal of heavy
metals from solution and their applicability to Langmuir and Freundlich models was studied in the Soil Science
Laboratory of Michael Okpara University of Agriculture, Umudike in Abia State, Ngeria. The amendments used in the
study were locally sourced, sundried, ground and sieved with 2mm sieve. The salts of the three heavy metals were
separately used to prepare heavy metal solutions of 100 mg/L. Batch study was carried out at room temperature on a
mechanical shaker using 120 ml plastic bottles at different time intervals of 15, 30 and 60minutes. After shaking, the
amendments and heavy metal solutions were separated using whatman No 1 filter paper, stored in the refrigerator and
analyzed for heavy metals concentration. The amount of heavy metals adsorbed was calculated. The results revealed
that high adsorption occur at low equilibrium concentrations in all the amendments with decreasing levels of
adsorption with increasing equilibrium with cow dung and cocoa pod having higher adsorption capacity than poultry
manure. Coefficient of determination (R2) showed that the experimental data fit in to both Langmuir and Freundlich
models. For reduced heavy metal uptake by plants and subsequent contamination of the food chain, cow dung, cocoa
pod and poultry manure should be used as amendments in heavy metal contaminated soils
Application of Game Theory to Select the Most Suitable Cryptographic Algorith...AJSERJournal
The cryptographic systems used in an organization use a fixed cryptographic algorithm and the specific
procedures of that system. Due to the fact that the algorithm is fixed in these systems, the probability of failure or
success of such systems depends on human resources, hardware resources and work environment so that it can be said
that the probability of success or the failure of these systems is 50%. Also, in this kind of systems, there are no other
algorithms based on the needs of the user. This research addresses the question of how we can use multiple
asymmetric algorithms in a cryptographic system that does not defeat the algorithm by the opponent. In this research,
selection of algorithms based on some environmental parameters and the possibility of breaking the algorithm by the
opponent should be selected. This will be done using game theory. The problem is modeled as a model of solvable
problems by game theory and generated outputs will be use by Gambit software which is especial for Game theory. The
results obtained from this study indicate the ease of choosing the algorithm based on the need and with regard to the
attack on the opponent and how to reduce the likelihood of breaking the algorithm
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Using Information Gap Activities in Promoting Speaking Skills for Elementary Level Students at Dong Nai Technology University: Students’ Perspectives
1. American Journal of Sciences and Engineering Research iarjournals.com
85 Received- 02-04-2020, Accepted- 11-04-2020
American Journal of Sciences and Engineering Research
E-ISSN -2348 – 703X, Volume 3, Issue 2, 2020
Using Information Gap Activities in Promoting Speaking Skills for
Elementary Level Students at Dong Nai Technology University:
Students’ Perspectives
Truong Trong Nhan
Faculty of Foreign Languages, Dong Nai Technology University, Dong Nai, Vietnam.
ABSTRACT: In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semi-
structured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ speaking skills.
Keywords: information gap activities, students’ speaking skills, elementary level students.
I. INTRODUCTION
Speaking skills play a significant role in English teaching and learning. They can enable learners to successfully
accomplish the primary goal of learning English and also provide great supports for other skills. Through speaking,
people are able to give their thinking and views on the problems easily (Torky, 2006) and can assess whether speakers
have the ability to use a language sufficiently (Campbell-Larsen, 2012). In authentic situations, communication is likely
to occur when listeners have no idea what the speakers want to convey (Liao, 1997), so it establishes a gap between
the information and people need to establish mutual communication to narrow the gap. Therefore, when interacting
with each other, students can fill the gaps with new information, which results in more natural and practical
interaction. In recent years, English teachers in Vietnam have recognized the significance of communicative English, so
they have extensively applied the communicative approach in English teaching to help students achieve
communicative skills. In communicative approach lessons, there are many activities used to develop students’
speaking competence and among those activities, information gap activities have been employed to encourage
students to interact with each other. However, many students have been accustomed to learning for the tests, which
mostly focuses on grammar and they had very few opportunities to study speaking and practice speaking skills at high
schools. For those reasons, when studying at university, students can encounter difficulties in learning speaking skills.
The rationale of the study
Dong Nai Technology University (DNTU) is a university of applied science and technology, so its main focus is on
practice to ensure that students can apply what they learn at university for their future jobs after graduation. In order
to get students to be well-prepared for their future careers, English for communication is one of the top priorities at
the university. For that reason, the lecturers at DNTU have utilized the communicative approach as an efficient
method to familiarize students with the interactive environment to boost their speaking skills. During speaking
lessons, many communicative activities have been designed for students to practice their speaking skills. Among them,
information gap activities have left great influences on building interaction among students in English lessons. This
2. American Journal of Sciences and Engineering Research iarjournals.com
86 www.iarjournals.com
study is an investigation to find out about the perspectives of elementary-level students at DNTU towards the
implement of information gap activities of their English teachers to promote their speaking capability and bring some
recommendations about using information gap activities in teaching English for communication purpose.
Research questions:
The study aims at answering these two questions:
1. What are the perceptions of students on the application of information gap activities in their speaking lessons?
2. How can information gap activities enhance students’ speaking ability?
Scope of the study
Information gap activities are various, so with different skills at different levels, we have different options. That is
the reason why it is impossible for the researcher to cover all things relevant to the topic of the study. Only the most
necessary knowledge about speaking skills and information gap activities are mentioned in the study.
With the above aims, this study is limited to the exploration of opportunities and constraints as perceived by
students at Dong Nai Technology University. The study only focuses on 60 students who are familiar with the use of
information gap activities in the classroom.
II. LITERATURE REVIEW
2.1. Communicative approach to increase students’ oral skills.
According to Harmer (1998), teaching speaking skills by using the communicative approach involves oral activities
that have the tendency to act in accordance with the common fundamental pattern: Engage-Study-Activate (ESA).
Thanks to this, teachers engaged students in the topic introduced, students learn any language matters recognized as
troubles and then teachers give students tasks relating to that topic to complete. With regard to engaging, teachers
appeal to students and get them involved in the topic. Nazara (2011) states that speaking skills are so important that
teachers should employ a variety of techniques like adapting instructional methods, authentic materials, designing
communicative activities or using media to assist students to develop their skills. Harmer (1982) suggests a list of
activities to develop students’ communicative competence like drills, stimulations, conversation, communicative
games, information gap tasks, and two-way discussions.
Communicative approach currently stimulates students to participate in interactive activities, purposeful
communication and exchanging information between people while they are carrying out the tasks and activities in the
communicative approach (Richards, 2006). Communicative approach has brought students to the central point of the
lessons with the facilitating and instructing of teachers to conduct purposeful tasks in real-life situations (Richards &
Rodger, 2001). The duties of the teachers in ESL/EFL classroom involve the activation for students, creating contexts
for their creativities (Shakirova, Tarasova & Ilyasova, 2016). Teachers should extend the skylines of the rules, and
consider the improvement of each individual, they should construct widespread educational skills, or they will not
have the capacity to make progress at larger amounts of training.
2.2. The employment of information gap activities in communicative classrooms.
In authentic context, successful communication occurs when both speakers and listeners can clearly interpret
each other (Dewi, 2017). They both must know what they are doing when conducting conversations so that they can
understand each other and deliver related ideas and thoughts. Liao (1997) also points out that communication occurs
in case the hearers have no idea what the speakers are intending to say and they need to listen to the speakers to find
out the missing information. We call this “a gap” which requires the hearers to fill in to get the ideas or thoughts of
the speakers. Tavil (2010) claims that in conversations, the duty of the hearers is not just listening to the speakers but
also responding to the speakers and exchange information with the speakers. As a result, in oral communications,
students need to work out the gap to naturally and successfully interact with each other.
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87 www.iarjournals.com
Tavil (2010) states that in information gap activities, students have a shortage of information to finish the
activities and they need to listen or speak to the others to fulfill the activities just like when they conduct
communication in real situations. Besides that, information gap activities compel students to interact with their peers
to deal with the problems or finish the activities (Teacher’s corner, 2015). Each student will manipulate their speaking
skills to work on the missing information by exchanging with others. These activities are good means of practice in
which students are stimulated in pair work or group work (Rahimi, 2016). Teachers can give students forms,
conversations, or photos that contain lacking components and request students to interchange the information to
deal with the task. When sharing the information, students can communicate with others to practice their speaking
skills as Ismaili and Bajrami (2016) state that these activities can effectively promote students’ speaking ability.
Tran (2009) is of the view that information gap activities play a vital role in establishing students’ communicative
competence. First and foremost, when doing the activities, students have more opportunities to practice their
speaking. They focus on the interaction among their peers to exchange the missing information. Moreover, thanks to
these activities, they also help each other improve speak ability. Next, the activities help students build up their self-
confidence. They can have the freedom to produce their own speech to convey their ideas without being afraid of
making mistakes or being threatened by other factors. Then, the activities are highly motivating students when
studying. They give students clear purposes of speaking and provide students with communicative tasks which allow
students to have the same chance to express their ideas and opinions. Last but not least, these activities also enhance
students’ subskills like defining meaning, collecting information, dealing with the problems, deciding what to do with
each task. Information gap activities stimulate relationship of students in the same groups in the classroom. They
make students feel relaxed to speak, maximize the chances of practicing speaking activities. Information gap activities
can develop learners’ talking time with their peers when they exchanging information. These activities can also
motivate students and enhance their self-study process. Besides that, these activities give students acknowledgment
of teamwork and critical thinking. Moreover, they give room for teachers to be creative in designing and adapting
materials in teaching (Teacher’s corner, 2015). Despite the good aspects that information gaps bring to
communicative classrooms, some teachers think that they can lose control of their classes when conducting
information gap activities and make their students hard to speak (Tavil, 2010). Teachers ought to be as innovative as
possible to manage the type of information gap activities. Teachers should focus on the requirements of the students
that are suitable for the model of the activities organized in the classroom.
III. METHODOLOGY
3.1. The context of the study
The study is finite within the inspection of students’ perspectives on information gap activities in English lessons
at Dong Nai Technology University. This is a private university which is in the heart of many industrial zones invested
by many foreign corporations. Students here have lower levels of English than other public universities. Therefore, the
results can be true for the context of the university and may be applied to some certain extents in other universities.
The study was conducted on 60 students who had finished at least two English courses at university, which meant that
they had been used to joining in information gap activities in their English lesson.
3.2. The research methodology
3.2.1. Participants
The study was conducted with 60 students (30 males and 30 females). They were studying different majors and
at their elementary level of English. Most of them were freshmen and juniors who had studied two English courses at
university and they were studying their third English course as required by the training curriculum. In order to pass the
two previous English courses, they had to participate actively in the classroom activities and perform well on their final
oral tests. They got used to learning English in communicative ways and experienced information gap activities in the
classroom. After the survey, six students from the group were encouraged to participate in the semi-structured
interview voluntarily.
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88 www.iarjournals.com
3.2.2. Research instruments
With regard to the aims and objectives of this study, the data were collected through the survey questionnaire
and semi-structured interviews in sequence.
Questionnaires: The questionnaire consisted of three sections and distributed for 60 participants. Section one
included three items on students’ personal information about gender, age and major. In section two, students
answered six questions on the brief information of speaking competence and information gap activities. The questions
were closed-ended with options for students to choose from by putting ticks next to the answers that suit their
situations. In section three, there were seven items adapted from the study of Ismaili and Bajramin (2016) whose
results showed the perceptions of students towards information gap activities. They were applied the Likert scale with
regards to students’ awareness of the utility of information gap tasks or activities in the English classroom. Students
selected one alternative from a five-point scale (strongly disagree; disagree; neither agree nor disagree; agree;
strongly agree).
Semi-structured interviews: The interviews were actualized with 6 participants who volunteered to participate in
the interview segment. The interview included five questions drawn from the options of students participating in the
questionnaire survey. They were open-ended questions to encourage them to articulate their thoughts and opinions
which they had experienced when studying English in their classroom. In order to confirm that students could fully
interpret the interview questions to give the best answers, the questions were written in both English and
Vietnamese. The answers from the participants were recorded and key ideas or notes were jotted down while the
researcher was listening to the participants’ answers. With the answers in Vietnamese, the researcher translated it
into English for the transcription.
3.2.3. Data collection procedure
At the first stage, sixty students who were studying the third English course at DNTU were invited to take part in
the survey questionnaire and gave their answers for each item in the questionnaire. They were not under the pressure
of time-limited so they could have plenty of time to decide on their answers. After students finished the survey
questionnaire, they were invited to take part in the interview voluntarily by filling in their contact information at the
end of the survey so that the researcher could contact them.
After the quantitative data gathered from the survey were analyzed, the researcher contacted six students who
volunteered to participate in the interview. The researcher let the students decide on the locations where they felt
comfortable and at any time that was convenient to them.
In the second stage, the interviews were conducted and the researcher asked for permission to tape-record the
answers of the participants to get the data and also made the participants feel natural when answering the questions.
3.2.4. Ethical consideration
Since the study was directed with 60 participants, it was critical to consider moral issues. All students participating
in the questionnaire survey were requested their assent before the surveys were conveyed to them. Moreover, six
students who took an interest in the follow-up semi-structured interview were invited by their readiness. They were
allowed to express their own thoughts for the appropriate responses and they did not need to take after any
configurations of replying. Individual data and personalities of the interviewees were kept secret and the information
picked up from the survey and interviews were held namelessly. The ethical issues were highly appreciated within the
conducting of the study so that the study did not violate any rules or regulations.
IV. DATA ANALYSIS AND DISCUSSION
4.1. The questionnaire
As stated above, 60 copies of a survey questionnaire were delivered to 60 students who agreed to take part in the
questionnaire. The questionnaire was divided into three sections aiming at answering the two research questions.
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4.1.1. The perceptions of students on the application of information gap activities in their speaking lessons
In section two, there were six questions with multiple alternatives to answer the first research question about
their perception on the application of information gap activities in their speaking lessons. The results of these
questions were respectively shown as the following data:
As easily seen from figure 1, there were 38.3% of students considering the difficulty of speaking skills as normal or
rather easy. It was a good sign that many students seem to have good awareness of English speaking skills. However,
more than half of the students doing the survey (61,7%) found speaking skills difficult or very difficult, which might
lead to troubles for them when studying speaking skills.
Next, it is essential to know the types of information gap activities used by the teachers in the classroom, which is
demonstrated in the table below:
Table 1
The activities applied in the speaking lessons
Which of these activities does your teacher usually apply in the classroom?
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Table 1 reveals that in the classroom, teachers tended to apply exchanging information (25%) and role-playing
activities (25%) to speaking lessons. Besides that, about 20% and 21.7% of students respectively indicated that
answering questions and exchanging opinions were also used in the classroom. It can be concluded that there was a
variety of information gap activities applied in the lessons and students had full awareness of them.
When being asked about the frequent use of these activities in the classroom, over half of the students (about
55%) chose that their teachers often applied these activities in their speaking lesson. About 28,3 % of the students
agreed that their teachers usually used these activities. It is a good point that from the students’ answer we can see
that there was no case that teachers did not apply these activities in their lesson (see figure 2).
After answering about the types of information gap activities used in the speaking lessons, students were
stimulated to show their perceptions on how much they liked the activities and whether they were effectively applied
in the speaking lessons. The findings for these questions were shown in the charts below:
As we can draw from figure 3, a lot of students liked these activities, about 41.7%, and no students did not enjoy
these activities. However, a large number of students (about 58.3%) seemed not interested enough in these activities
since they only felt normal. Despite this matter, most students agreed that these activities were effectively employed
in the speaking lessons (shown in figure 4). Although most students had positive attitudes on the use of information
gap activities, there were still 15% of them felt that these activities were not effectively used in speaking lessons. This
can be the reason which led to the normal feeling of a large number of students shown in figure 3.
The data from figure 3 and 4 bring about the consideration of what cause students troubles when taking part in
these activities, some of which they encountered are clearly showed in figure 5.
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It is easily seen from figure 5, the majority of students (about 41.6%) said that they did not have enough ideas to
take part in these activities. Besides that, 21.7% of the respondents found the activities boring. Other common
difficulties students faced including not understanding or finding the activities difficult to follow, which accounted for
15% and 10% respectively. Moreover, some students had troubles working in groups or in pair as 10% of them answer
that they could not work in groups or in pairs. Fortunately, very few students (1.7%) felt that information gap activities
were a waste of time.
It can be drawn from section two of the survey questionnaire that many students had fully been aware of the
application of information gap activities and most of them had shown their interests in these activities. However,
there are several problems they still encountered when they took part in these activities.
The enhancement of students’ speaking ability by applying information gap activities
In section three, there were seven items designed for the students to response on a five-point Likert scale which
helped to get the students’ opinions and improvements after they had been aware of the use of information gap
activities in the speaking lessons. The data collected from the questionnaire were demonstrated in the table below:
Table 2
Students’ perceptions on the enhancement of their speaking skills by the application of information gap activities in
the lessons
From table 2, we can see that 38.4% of the students agreed and strongly agreed that information gap activities
make their learning more naturally. Besides, 43.3% strongly agreed and agreed that information gap activities gave
them a relaxing atmosphere while studying English speaking skills. From the results, we can see that many students
have positive attitudes towards information gap activities.
With the application of information gap activities, 58.3% of the students said that their vocabulary could be
improved and 55% of them agreed and strongly agreed that they were giving more opportunities to apply their English
into practice within the classroom context. Amazingly, over half of the students (51%) claimed that they could express
themselves when participating in these activities. Moreover, these activities made students feel motivated and
confident in speaking English, in which more than half of the students agreed and strongly agreed. In short,
information gap activities give a positive contribution to the improvement of students’ speaking ability in terms of
vocabulary, opportunities to practice and express their ideas, confidence, and motivation in learning English speaking
skills.
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4.2. The interview
Six students were voluntarily invited to the interview after the data from the questionnaire had been analyzed.
The aim of the interview was to have a deeper understanding of the answers from the students to gain more reliable
results for the study. The interview consisted of five questions asking about the reason for the difficulties of speaking
skills, the effectiveness of information gap activities, the problems they faced, the assistance in the improvement of
vocabulary, and the chances of natural learning these activities brought to the students. In light of the level of the
students, the interview questions were designed in both English and Vietnamese version.
From the interview, the researcher figured out the following results:
For the first question, the researcher discovered the reasons why the students found speaking skills difficult were
that they lacked vocabulary and had not got many opportunities to study speaking skills at previous levels. However,
the researcher was glad to hear that most of the interviewees were then interested in learning speaking skills at
university since they were able to take part in a wide range of activities during the speaking lessons. The first
participant said that he had not studied speaking skills in high school, but then he got used to studying speaking skills.
Amazingly, participant four told me that although she found speaking skills difficult, she stills would like to improve
her speaking ability since it could help her a lot in her future job. Next, when it came to the difficulties students
encountered when taking part in the information gap activities, most students agreed that due to lacking vocabulary,
they found it hard to gather ideas to speak in information gap activities. However, four out of six interviewees agreed
that teachers provided great assistance in helping to develop their vocabulary through information gap activities.
Most of them felt that they could improve their skills better with a lot of practice in the classroom. However, two
participants could not catch up with the activities after the teachers gave the instructions and they needed their
friends’ assistance in explaining the instructions in Vietnamese, yet they could learn some ideas from their friends and
with the help of the teachers.
After acknowledging the reasons why students found difficulty with speaking skills and why students encountered
problems when participating in these activities, the interviewer moved to determine the reasons why students found
the information gap activities were effective or not effective in developing their speaking ability. Firstly, the
interviewer based on students’ answers from the questionnaire to confirm students’ answers. Then, the interviewer
listened and took notes of the students’ opinions. Fortunately, all students who took part in the interview agreed that
the information gap activities were effectively used in the lesson. a student showed that they could know the topics
and gathered vocabulary before practicing the activities. Another answer was that the student could get good
examples and instructions from the teachers to complete the activities. Moreover, six participants agreed that
information gap activities encouraged pair work and group work, In regard with the improvement in vocabulary
through information gap activities, all interviewees confided that they were given good chances to brainstorm the
vocabulary in prior to each activity and then applied them into practice within the authentic context. However, two of
them needed time to correct their pronunciations of the vocabulary and sometimes they were afraid of making
mistakes.
For the last question related to the “natural” learning environment created by the information gap activities,
100% of the participants agreed that they had good access to the real-life context when completing the activities. At
first, some of them felt a bit hard with the activities, but when they were accustomed to the situations, they could
perform their skills quite well.
In conclusion, as the result of the above positive data, it can come to an end that information gap activities should
be frequently developed in my teaching context and I felt confident to continue to apply these activities in the
speaking lesson.
4.3. Discussion
The results from the data analysis have proved the consistency with the finding from Ismaili and Bajrami’s (2016)
study in the field. The results have confirmed the significance and successful application of information gap activities
in my teaching context. Besides that, the findings also listed the difficulties from students’ perspectives so that
teachers can work on finding the solutions to deal with the problems.
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The findings from the study contribute to some practical utilizations. Firstly, the questionnaire survey results have
drawn a clear picture of how these activities conducted in the classroom and the difficulties as well as the
enhancement in the speaking skills of the students. The results confirm the findings of Rahimi (2016) that students
are encouraged to pair work and group work to develop their speaking competence when taking part in these
activities. Moreover, the results also clarify the improvement in students’ speaking skills as discovered in Ismaili and
Bajrami (2016). Secondly, the interview results play a good supporting role to have the researcher have a deeper
understanding of students’ problems and give clearer answers for the second research question on how these
activities can enhance students’ speaking ability.
In addition, the study also reveals that information gap activities are good to develop students’ vocabulary as well
and provide students with a good chance to practice with real-life situations. For that advantage, students’ skills will
not be limited within the classroom context but develop more and more to make sure students can apply their skills in
communication.
Lastly, the results from questionnaires also reveal the negative attitudes from the students which include
boredom, difficulties, and noise from these activities. Besides that, there were parts of students who disagreed or
strongly disagreed that information gap activities could enhance their speaking skills and give them a relaxing
atmosphere or “natural” learning. For these reasons, teachers need to be more flexible in applying these activities and
find out ways to stimulate students’ learning process.
To sum up, information gap activities can bring many benefits for students in developing their speaking ability. It
is a good idea for teachers to update their teaching methods frequently to successfully apply these activities in their
teaching.
V. CONCLUSION
The present study was conducted to investigate the effectiveness of information gap activities on improving
students’ speaking ability. The study has drawn some valuable findings which can assist to solve the problems that I
have noticed within my teaching context. The data illustrated that nearly half of the students enjoyed the information
gap activities, but 56.7% of them agreed and strongly agreed that these activities were effectively used in speaking
lessons. Moreover, with the help of teachers and the encouragement in taking part in pair work and group work,
students’ skills can be improved clearly. Last but not least, the use of information gap activities contributes fully to the
development of students’ speaking skills since they encouraged students to practice in authentic contexts and interact
with each other more frequently. However, these activities alone cannot always motivate students in learning.
Therefore, teachers should wisely apply them and combine with other teaching techniques to get better results.
For better research on teaching speaking skills, further studies may investigate the effects of information gap
activities on a larger sample size of English learners at different universities. Hopefully, information gap activities
will be widely and flexibly utilized in many places in Vietnam in the future.
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