9/7/2015 1st international conference on current academic research1 students' perceptions of...

04/19/2304/19/231st International Conference on 1st International Conference on

Current Academic ResearchCurrent Academic Research 11

Students' Perceptions of the Effectiveness of Students' Perceptions of the Effectiveness of Using Non-Traditional Techniques to Using Non-Traditional Techniques to

Improve Oral Communication SkillsImprove Oral Communication Skills Dr.Fayez Aqel / Dr.Fayez Aqel / An-Najah National UniversityAn-Najah National University Dr.Khaled Dweikat / Dr.Khaled Dweikat / Al-Quds Open UniversityAl-Quds Open University

First International Conference onFirst International Conference on “ “ Current Academic ResearchCurrent Academic Research“ “

5-65-6 May 2012May 2012An-Najah National UniversityAn-Najah National University



Purpose of the StudyPurpose of the Study

- investigating students' perceptions of the - investigating students' perceptions of the effectiveness of using non-traditional techniques to effectiveness of using non-traditional techniques to improve oral communication skills.improve oral communication skills.

- exploring the effect of students’ level and Cumulative - exploring the effect of students’ level and Cumulative Grade-Point AverageGrade-Point Average on these perceptions.on these perceptions.



Question of the StudyQuestion of the Study

1-What are the students' perceptions of the effectiveness 1-What are the students' perceptions of the effectiveness of using non-traditional techniques for improving of using non-traditional techniques for improving oral communication?oral communication?

2-Are there any significant differences between the 2-Are there any significant differences between the students' perceptions due to their level( freshman, students' perceptions due to their level( freshman, sophomore, junior and senior).sophomore, junior and senior).

3- Are there any significant differences between the 3- Are there any significant differences between the students' perceptions due to Cumulative Grade-Point students' perceptions due to Cumulative Grade-Point Average ? Average ?



Significance of the StudySignificance of the Study

1-it is significant to investigate the students' perceptions 1-it is significant to investigate the students' perceptions of the effectiveness of using non-traditional of the effectiveness of using non-traditional techniques as they represent the first beneficiaries of techniques as they represent the first beneficiaries of the teaching-learning process.the teaching-learning process.

2-there is no study that investigated the perceptions of 2-there is no study that investigated the perceptions of the students who study this course at An-Najah the students who study this course at An-Najah University.University.



Significance of the StudySignificance of the Study

3-the results are hoped to be useful for the decision-3-the results are hoped to be useful for the decision-makers and lecturers at An-Najah University who makers and lecturers at An-Najah University who can benefit from the results to improve the quality of can benefit from the results to improve the quality of teaching this course .teaching this course .

4-the results may help bridging the gap that might exist 4-the results may help bridging the gap that might exist between theory and practice in terms of teaching oral between theory and practice in terms of teaching oral communication skills and can add useful information communication skills and can add useful information

to the growing body of literature in this area.to the growing body of literature in this area.



Study DesignStudy Design

The descriptive analytical designThe descriptive analytical design

was used as it suited the study was used as it suited the study objectives. objectives.



Instruments and MaterialsInstruments and MaterialsThe QuestionnaireThe Questionnaire

-a 41-item questionnaire was constructed using a five--a 41-item questionnaire was constructed using a five-point-scale. (strongly agree - strongly disagree)point-scale. (strongly agree - strongly disagree)

-Section one gathered information regarding students' -Section one gathered information regarding students' levels, students' Cumulative Grade-Average and levels, students' Cumulative Grade-Average and sources of their previous linguistic background.sources of their previous linguistic background.



The QuestionnaireThe Questionnaire

-Section two measured students' perceptions of the -Section two measured students' perceptions of the effectiveness of using non-traditional techniques to effectiveness of using non-traditional techniques to improve oral communication skills.improve oral communication skills.

- it covered six domains : the instructor, the course, - it covered six domains : the instructor, the course, students' fluency, students' confidence and students' fluency, students' confidence and participation, advantages of non-traditional participation, advantages of non-traditional techniques and fostering interaction. techniques and fostering interaction.



Validity and Reliability of the Validity and Reliability of the QuestionnaireQuestionnaire

-To ensure the face validity and content validity of the -To ensure the face validity and content validity of the questionnaire, it was firstly rated by a jury of five questionnaire, it was firstly rated by a jury of five experts in the field of Education, English and experts in the field of Education, English and Evaluation and assessment from QOU and An-Najah Evaluation and assessment from QOU and An-Najah University so as to rate each item for clarity and University so as to rate each item for clarity and appropriateness in measuring the students' appropriateness in measuring the students' perceptions. perceptions.




Their suggestions were taken into account and used Their suggestions were taken into account and used to modify the questionnaire by omitting, adding, to modify the questionnaire by omitting, adding, rephrasing items bring the number of items from 62 rephrasing items bring the number of items from 62 to 41 in addition to modifying certain items which to 41 in addition to modifying certain items which needed to be rewritten so as to avoid duality of some needed to be rewritten so as to avoid duality of some

items and eliminate duplications as well.items and eliminate duplications as well.




The second phase involved administering the The second phase involved administering the questionnaire to a randomly chosen sample of 10 questionnaire to a randomly chosen sample of 10 students who took this course so as to rate the students who took this course so as to rate the questionnaire items for clarity of expression. Their questionnaire items for clarity of expression. Their responses and comments were taken into account responses and comments were taken into account when the final version of the questionnaire was when the final version of the questionnaire was prepared. prepared.



The Cronbach Alpha formula was used to find out The Cronbach Alpha formula was used to find out the reliability of the questionnaire. The reliability the reliability of the questionnaire. The reliability values of study domains were (0.73), (0.77), (0.75), values of study domains were (0.73), (0.77), (0.75), (0.73), (0.79) and (0.71) respectively which are high, (0.73), (0.79) and (0.71) respectively which are high, and suitable for scientific purposes.and suitable for scientific purposes.



The Non-Traditional TechniquesThe Non-Traditional Techniques

One of the two researchers who taught the course One of the two researchers who taught the course Oral Communication Skills in the first semester used Oral Communication Skills in the first semester used and encouraged the students to use a variety of non-and encouraged the students to use a variety of non-traditional techniques for the sake of improving their traditional techniques for the sake of improving their oral skills. These non-traditional technique involved oral skills. These non-traditional technique involved using techniques, methods, materials and resources using techniques, methods, materials and resources that do not conform to or in accord with traditional or that do not conform to or in accord with traditional or familiar techniques. familiar techniques.



The Non-Traditional TechniquesThe Non-Traditional Techniques

1-group oral to practice oral skills and test performance 1-group oral to practice oral skills and test performance in the oral test at the end of the course.in the oral test at the end of the course.

2-2-guest speaker's participation. Two guest speakers guest speaker's participation. Two guest speakers (native speakers) were invited to the two sections of (native speakers) were invited to the two sections of the course. The students had the opportunity to the course. The students had the opportunity to interact with them to improve their self-confidence. interact with them to improve their self-confidence.



3-individual oral presentations and practice in class 3-individual oral presentations and practice in class participation and discussion skills: the students were participation and discussion skills: the students were asked to prepare a topic assigned to them and present asked to prepare a topic assigned to them and present in the class. Students made formal oral presentations. in the class. Students made formal oral presentations. Each presentation was followed by a question/answer Each presentation was followed by a question/answer period, and concluded by the teacher’s comment.period, and concluded by the teacher’s comment.



4- learning and teaching activities that involve oral 4- learning and teaching activities that involve oral communication, including small group discussions, communication, including small group discussions, mock interviews, role plays, pair and group oral mock interviews, role plays, pair and group oral presentations.presentations.

5- Chapter or section presentations to the class (e.g., 5- Chapter or section presentations to the class (e.g., presenting course content).presenting course content).



6- Debates and Panel discussions (several students 6- Debates and Panel discussions (several students speaking with one another on a topic ).This activity speaking with one another on a topic ).This activity runs nearly every week. The students were engaged runs nearly every week. The students were engaged in a formal /informal discussion/debate activity on an in a formal /informal discussion/debate activity on an assigned topic. assigned topic.



7- Interviews (e.g., mock job interviews, research 7- Interviews (e.g., mock job interviews, research interviews, interrogations)interviews, interrogations)

8- Press conferences and TV Simulation programs. 8- Press conferences and TV Simulation programs.

9- Creative or aesthetic performances (e.g., storytelling, 9- Creative or aesthetic performances (e.g., storytelling, performance of literature, oral interpretations or performance of literature, oral interpretations or readings, reading poems)readings, reading poems)



10-Oral critiques of others’ performances or 10-Oral critiques of others’ performances or presentationspresentations

11-Role-play: In the beginning, students were given a 11-Role-play: In the beginning, students were given a situation and asked to come to the class after situation and asked to come to the class after preparation. They prepare their roles and perform in preparation. They prepare their roles and perform in the class. After this initial activity, they are assigned the class. After this initial activity, they are assigned situations on the spot and they have to perform at the situations on the spot and they have to perform at the very same time. The teacher listened to the very same time. The teacher listened to the performances of the students and gave comments.performances of the students and gave comments.



12- Pair work: Such activity helped students build 12- Pair work: Such activity helped students build positive relationships, work cooperatively, and positive relationships, work cooperatively, and participate actively in the classroom.participate actively in the classroom.

13-13- Whole-class discussionsWhole-class discussions:: By By involving the whole involving the whole class in shared activities, and by teaching students class in shared activities, and by teaching students how to be good listeners, tohow to be good listeners, to respect each other and to respect each other and to participate without fear, the teacher was able to participate without fear, the teacher was able to maximize students' self-confidence and their active maximize students' self-confidence and their active participation and minimize anxiety.participation and minimize anxiety.



15-Studnets presentations included funny sayings and 15-Studnets presentations included funny sayings and proverbs, jokes, puzzles, sketches, games, music. For proverbs, jokes, puzzles, sketches, games, music. For example one of the students sang two songs in example one of the students sang two songs in English and then explained them and made the English and then explained them and made the students listen to them using the mobile .This student students listen to them using the mobile .This student played a couple of songs on her guitar as an ice- played a couple of songs on her guitar as an ice- breaker. It was awesome and so amazing. breaker. It was awesome and so amazing.



16-Students were given more opportunities to use 16-Students were given more opportunities to use technology in their presentations: some of them used technology in their presentations: some of them used their own mobiles, others their laptops and their own mobiles, others their laptops and PowerPoint, video clips, songs, poetry accompanied PowerPoint, video clips, songs, poetry accompanied

by musical background, YouTube.by musical background, YouTube.



17-The technique of improvised dialogues were used 17-The technique of improvised dialogues were used during this course which enabled the students to use during this course which enabled the students to use the language for communicating naturally with other the language for communicating naturally with other partners. Even the topics chosen for discussion were partners. Even the topics chosen for discussion were interesting and went in accordance with students' interesting and went in accordance with students' needs and interests. needs and interests.

- friendship, early marriage, how to win friends, colors - friendship, early marriage, how to win friends, colors as indicators of personality, yes for Palestine, how to as indicators of personality, yes for Palestine, how to live happily, SPEAK YOUR FEELINGS, live happily, SPEAK YOUR FEELINGS,



18-Two students invited two native speakers from Hope 18-Two students invited two native speakers from Hope Project and interviewed them in front of their Project and interviewed them in front of their classmates who were asked to ask the guests some classmates who were asked to ask the guests some questions. Students had the chance to listen to the questions. Students had the chance to listen to the American accent and to practice questioning American accent and to practice questioning techniques.techniques.



Participants and SampleParticipants and Sample

-83 students (77 female and 6 males) selected -83 students (77 female and 6 males) selected as a as a stratified random sample according to three stratified random sample according to three categories: level, Cumulative Grade-Average and categories: level, Cumulative Grade-Average and previous linguistic background. The studentsprevious linguistic background. The students were were taught the course by one of the researchers at An-taught the course by one of the researchers at An-Najah University in the first semester of the academic Najah University in the first semester of the academic year 2011/2012. The majority of students major in year 2011/2012. The majority of students major in English language and literature and only 5 major in English language and literature and only 5 major in Methodology of Teaching English as a Foreign Methodology of Teaching English as a Foreign Language.Language.



Data Collection ProceduresData Collection Procedures

The questionnaire was given to the students in class The questionnaire was given to the students in class in the last lecture of the course. Students were told in the last lecture of the course. Students were told that the questionnaire is being given in an effort to that the questionnaire is being given in an effort to understand how they think and feel about the understand how they think and feel about the effectiveness of using non-traditional techniques to effectiveness of using non-traditional techniques to improve oral communication skills. improve oral communication skills.



Data Collection ProceduresData Collection Procedures

The total number of the completed questionnaire was The total number of the completed questionnaire was 80. Seven questionnaires were excluded because their 80. Seven questionnaires were excluded because their responses were not consistent. Only 73 questionnaires responses were not consistent. Only 73 questionnaires

were analyzed statistically using SPSSwere analyzed statistically using SPSS..



The scaleThe scale

The below scale was used to estimate students' responses The below scale was used to estimate students' responses toward the effectiveness of using non-traditional toward the effectiveness of using non-traditional techniques to improve oral communication skills: techniques to improve oral communication skills:

*80-100 % = a very high degree.*80-100 % = a very high degree.

*70-79.9 % = a high degree.*70-79.9 % = a high degree.

*60-69.9 % = a moderate degree.*60-69.9 % = a moderate degree.

*50-59.9 % = a low degree.*50-59.9 % = a low degree.

* Less than 60% = a very low degree. * Less than 60% = a very low degree.



Data AnalysisData Analysis

SPSS V.17 was used to analyze the dataSPSS V.17 was used to analyze the data by means of by means of the following statistics: the following statistics:

11--Means, frequencies, percentages, and standard deviations.Means, frequencies, percentages, and standard deviations.

2-T-test for Independent samples.2-T-test for Independent samples.

3-One-Way Analysis of Variance (ANOVA).3-One-Way Analysis of Variance (ANOVA).

4- Scheffe Post Hoc test 4- Scheffe Post Hoc test



Results Related to the First QuestionResults Related to the First Question..

What are the students' perceptions of the What are the students' perceptions of the effectiveness of using non-traditional techniques effectiveness of using non-traditional techniques

for improving their oral communication ?for improving their oral communication ?

The analysis revealed that the total score of the The analysis revealed that the total score of the students' perceptions of the effectiveness of using students' perceptions of the effectiveness of using non-traditional techniques achieved a mean of (4.37) non-traditional techniques achieved a mean of (4.37) and a percentage of (87.4) which indicated a very and a percentage of (87.4) which indicated a very high level of effectiveness.high level of effectiveness.



Results Related to the First HypothesisResults Related to the First Hypothesis

There are no significant differences at (There are no significant differences at (αα=0.05)=0.05)

between the means of students' perceptions of the between the means of students' perceptions of the effectiveness of using non-traditional techniques effectiveness of using non-traditional techniques

due to students' level.due to students' level.

The analysis revealed no significant differences at The analysis revealed no significant differences at ((αα=0.05) between the means of students' perceptions =0.05) between the means of students' perceptions of the effectiveness of using non-traditional of the effectiveness of using non-traditional techniques due to students' Level techniques due to students' Level



Results Related to the Second HypothesisResults Related to the Second Hypothesis

There are no significant differences at (There are no significant differences at (αα=0.05) =0.05) between the means of students' perceptions of the between the means of students' perceptions of the effectiveness of using non-traditional techniques effectiveness of using non-traditional techniques

due to Cumulative Grade-Average.due to Cumulative Grade-Average. 1- The analysis revealed no significant differences at 1- The analysis revealed no significant differences at

((αα=0.05) between the means of students' perceptions =0.05) between the means of students' perceptions of the effectiveness of using non-traditional of the effectiveness of using non-traditional techniques due to Cumulative Grade-Average in all techniques due to Cumulative Grade-Average in all

domains except the total score.domains except the total score.



In order to identify the source of differences in the total In order to identify the source of differences in the total score, the researchers used Scheffe Post Hoc test.score, the researchers used Scheffe Post Hoc test.

The analysis revealed significant differences at (The analysis revealed significant differences at (αα=0.05) =0.05)

between the means of the total score due to between the means of the total score due to Cumulative Grade-Average, between (70-79%) and Cumulative Grade-Average, between (70-79%) and (80% and more) in favor of (80% and more).(80% and more) in favor of (80% and more).



Results Related to the Third HypothesisResults Related to the Third Hypothesis

There are no significant differences at (There are no significant differences at (αα=0.05) between =0.05) between the means of students' perceptions of the effectiveness the means of students' perceptions of the effectiveness

of using non-traditional techniques due to Previous of using non-traditional techniques due to Previous linguistic background.linguistic background.

The analysis revealed no significant differences at The analysis revealed no significant differences at ((αα=0.05) between the means of students' perceptions =0.05) between the means of students' perceptions of the effectiveness of using non-traditional of the effectiveness of using non-traditional techniques due to previous linguistic background. techniques due to previous linguistic background.



RecommendationsRecommendations

1- It may be helpful to videotape both the 1- It may be helpful to videotape both the students' first presentations and the improved students' first presentations and the improved presentations for the students to re-examine presentations for the students to re-examine the changes and avoid what should be avoided.the changes and avoid what should be avoided.

2- It is preferable if the teachers of this course 2- It is preferable if the teachers of this course emphasize the use of the so-called emphasize the use of the so-called Edutainment approach that blends education Edutainment approach that blends education with entertainment to make learning more with entertainment to make learning more enjoyable and a favorable experience.enjoyable and a favorable experience.



4-It is advisable if the students cooperate outside the 4-It is advisable if the students cooperate outside the classroom to arrange for pair and group presentations classroom to arrange for pair and group presentations and activities to save time and present better.. and activities to save time and present better..

5-Students should be provided with more and more 5-Students should be provided with more and more opportunities to practice oral communication skills opportunities to practice oral communication skills inside and outside the classroom and in natural and inside and outside the classroom and in natural and meaningful situations.meaningful situations.



FinallyFinally

Thanks A million For YourThanks A million For Your

Generous ListeningGenerous Listening

Dr.Fayez Aqel / Dr.Fayez Aqel / An-Najah National UniversityAn-Najah National University

Dr.Khaled Dweikat / Dr.Khaled Dweikat / Al-Quds Open UniversityAl-Quds Open University

9/7/2015 1st international conference on current academic research1 students' perceptions of...

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