Evaluating Oral English Program for Non-English Major Students: Focusing on Self-Assessment of Students' Speaking Abilities and Their Needs
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| Title: | Evaluating Oral English Program for Non-English Major Students: Focusing on Self-Assessment of Students' Speaking Abilities and Their Needs |
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| Language: | English |
| Authors: | La Dunifa (ORCID |
| Source: | Novitas-ROYAL (Research on Youth and Language). 2023 17(2):34-49. |
| Availability: | Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: https://www.novitasroyal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Oral Language, Self Evaluation (Individuals), English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), Recall (Psychology), Student Needs, Language Fluency, Undergraduate Students, Foreign Countries, Program Evaluation |
| Geographic Terms: | Indonesia |
| ISSN: | 1307-4733 |
| Abstract: | Due to the rising importance of oral English skills (OES) in the globalization of English, Universitas Dayanu Ikhsanuddin, Indonesia, has changed the focus of English for non-English major students (NEMS) from teaching language components to OES. The present study aims to assess the extent to which the OES program impacts the development of students' speaking skills and to reveal the students' needs in learning the OES. A self-assessment of speaking ability was used to evaluate the OES degree of 462 NEMS, and a stimulated recall instrument was applied to investigate the needs of 230 students in learning OES. The results revealed that the OES program for NEMS has not yielded satisfactory results. Overall, the students' OES are weak and insufficient. Fluency is the speaking assessment category in which the learner has the most severe problems. There are six main protuberant needs of students when learning OES: the opportunity to speak English in the classroom, the possibility to learn OES in a small classroom, continuity in learning OES without interruption by other classes, and learning OES with their classmates from the same major. Students' needs in learning OES may serve as a starting point for future efforts to improve oral English teaching and learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1409315 |
| Database: | ERIC |
| Abstract: | Due to the rising importance of oral English skills (OES) in the globalization of English, Universitas Dayanu Ikhsanuddin, Indonesia, has changed the focus of English for non-English major students (NEMS) from teaching language components to OES. The present study aims to assess the extent to which the OES program impacts the development of students' speaking skills and to reveal the students' needs in learning the OES. A self-assessment of speaking ability was used to evaluate the OES degree of 462 NEMS, and a stimulated recall instrument was applied to investigate the needs of 230 students in learning OES. The results revealed that the OES program for NEMS has not yielded satisfactory results. Overall, the students' OES are weak and insufficient. Fluency is the speaking assessment category in which the learner has the most severe problems. There are six main protuberant needs of students when learning OES: the opportunity to speak English in the classroom, the possibility to learn OES in a small classroom, continuity in learning OES without interruption by other classes, and learning OES with their classmates from the same major. Students' needs in learning OES may serve as a starting point for future efforts to improve oral English teaching and learning outcomes. |
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| ISSN: | 1307-4733 |
