An investigation into perceptions towards the use of group discussion as a technique for speaking classes in the context of a university
This study aimed to investigate the EFL students and EFL teachers’ perceptions about the advantages and disadvantages of using group discussion technique in speaking classes. With the participation of 110 first-year students in English major and 02 teachers at Tra Vinh University, the study used bot...
Đã lưu trong:
| 主要作者: | |
|---|---|
| 其他作者: | |
| 語言: | vie |
| 出版: |
Trường Đại học Trà Vinh
2021
|
| 在線閱讀: | https://opac.tvu.edu.vn/pages/opac/wpid-detailbib-id-37437.html |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| Thư viện lưu trữ: | Trung tâm Học liệu – Phát triển Dạy và Học, Trường Đại học Trà Vinh |
|---|
| 總結: | This study aimed to investigate the EFL students and EFL teachers’ perceptions about the advantages and disadvantages of using group discussion technique in speaking classes. With the participation of 110 first-year students in English major and 02 teachers at Tra Vinh University, the study used both questionnaire and semi-structured interview to collect quantitative and qualitative data. The findings of the study identified that students and teachers in current context have positive attitude on the use of group discussion as a technique in speaking classes. More important, they tended to have good perception on the use of group discussion technique in speaking classes and they believed that the use of group discussions could help to improve the soft skills and it also significantly contributed to the improvement of speaking confidence, speaking competence, and learning motivation among students. Simultaneously, the findings also indicated the challenges as the disadvantages that current students encountered in participating group discussion activities in speaking sessions. These challenges were the problems of lack of vocabulary, shy and afraid of making mistakes, and fear of good students. The results contribute a better understanding on the use of group discussion technique in this context and provide valuable information for teachers in designing this type of activity in order to encourage students’ engagement in speaking activities as well as boosting their speaking skills. |
|---|