Teaching and learning strategies foe English language speaking skill among early childhood education (ECE) undergraduates
<p>This study aimed to develop a provisional framework of English language speaking</p><p>skills for early childhood education (ECE) undergraduates. This study was carried out</p><p>to identify the level of speaking proficiency am...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=8587 |
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| Summary: | <p>This study aimed to develop a provisional framework of English language speaking</p><p>skills for early childhood education (ECE) undergraduates. This study was carried out</p><p>to identify the level of speaking proficiency among the undergraduates, ascertain the</p><p>challenges faced by them in using English, and determine teaching and learning</p><p>strategies to overcome the challenges. The study adopts the mixed-method approach.</p><p>The method used for quantitative data was a survey and speaking test from 90</p><p>respondents. The method used for qualitative data was document analysis of</p><p>90 language test scores and semi-structured interviews with three students from</p><p>each semester and five ECE lecturers. The English proficiency level was acquired</p><p>through the respondents speaking test scores. The online survey was conducted to</p><p>ascertain the challenges faced by undergraduates. The semi-structured interviews of</p><p>students and lecturers were conducted to determine teaching and learning</p><p>strategies towards overcoming those challenges. The survey was analysed using</p><p>descriptive analysis of the statistical data. Thematic analysis was used to analyse</p><p>the interview data. The findings revealed that there were no significant differences</p><p>in speaking proficiency levels between respondents from different semesters (p</p><p>value=.400). This suggested that there had been no significant improvement in their</p><p>speaking proficiency level as they progress in their semesters. The findings on the</p><p>challenges were fear of criticism, limited vocabulary, shyness and no motivation.</p><p>The findings on the strategies were communication-based language learning</p><p>techniques, constant use of English and positive language exploration. In</p><p>conclusion, the provisional Framework of English Language Speaking Skills was</p><p>developed based on the challenges faced by ECE undergraduates and the</p><p>strategies employed by them to overcome those challenges. The implication of this</p><p>study suggests that the framework provides a vital reference for future researchers</p><p>on how to improve ECE undergraduates English speaking skills.</p> |
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