1

Impact of traditional English language learning on the speaking skills of a group of experienced

learners.

Prepared for: Mahjabeen Hussain The Department of English

Prepared by: Md. Salman Fersi

MA in English                                                                 ID-1331293655                                                                 Summer-2014                                                                 ENG 573:Research Methods in TESOL

                                                               

                NORTH SOUTH UNIVERSITY         

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Acknowledgement

Research paper writing is critical. But it is a great opportunity for me to write about subject like

“Impact of traditional English language learning on the speaking skills of a group of experienced

learners”. At the time of preparing this paper, I have read out different books and searched web

which help me to get acquainted with this topic. I acknowledge with gratitude to Mahjabeen

Hussain, my respective teacher who has always been sincere and helpful in making me

understand the different system of legal research and conceptual problems in my paper. An

English spoken teacher from S@ifur’s coaching also helped me to collect data. I am deeply

indebted to them all.

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Abstract

This study was conducted to investigate the impact of traditional English language learning on

the speaking skills of a group of experienced learners. The questionnaire as a tool for data

collection has been used. The data has been analysed statistically and graphically. The

population consists of the students of college and university levels from learning experience of

English of 10 to 12 years. Sample of 25 male and female students who are learning how to speak

in English were selected randomly from S@ifur’s coaching (Mowchak Branch, Dhaka). In this

paper, various problems that face the learners to speak in English and the impact of previous

knowledge that helps the students in spoken classes are discussed .Moreover; this paper also

suggested some remedies that may help to overcome these problems. The findings indicated

negative attitudes towards the effect of previous English knowledge in the spoken class in these

settings, with almost half saying that it is useful sometimes and almost one-fourth saying that

they are not totally benefitted from the previous knowledge. Almost all the participants in the

survey told to practice for as the most important task for speaking skill. The findings of this

exploratory study are useful for language teachers. This can also be helpful to the researchers

who intend to investigate the same issue in future.

Table of Contents

Title

Page Number

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1.Introduction 02

2.Review of Literature 05

3.Research Questions 18

4.Hypothesis 9

5.Methodology 9

6.Findings and Discussion 10

7. Summary of the Findings 24

8. Recommendations 25

9. Further Studies 25

10.Limitation 26

11.Conclusion 26

12.References 27

Introduction

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Many learners of a foreign language usually do not like or are afraid of speaking in the target

language, and most of the time they exhibit a passive attitude in class, since they do not have the

opportunity to express themselves naturally and spontaneously (Eckard & Kearny, 1981). As

Cotter (2007) explains, training in oral skills which let them communicate and interact in a

meaningful and fruitful form, (e.g. exchanging information, negotiating meaning, supporting

ideas, facing oral defenses) is a way to motivate students to perceive the foreign language as a

tool for social interaction. Hence, language should be used widely; we use language to achieve a

variety of social purposes, as for example, to entertain, to explain how something works, to

provide information, to argue a position, to explore the inner world of the imagination. We also

use language to make sense of the world, to express and develop ideas on arrange of topics, from

everyday experiences to the ideas that are considered across all the areas of the curriculum.

Students need to be able to communicate confidently and appropriately with people from all

walks of life: with those who are older or younger, with those in positions of power, with peers

and family, with small and large groups. Students will, for example, ‘learn how to interact

productively with their peers, to speak confidently in class discussions, to listen strategically, to

read with comprehension, and to write well structured and coherent texts’ (Cotter, 2007).

Learning English language involves developing both the ability to use language effectively for a

range of purposes and the ability to talk about the language being used. White (2004) explains

that language is an integral part of learning, and oral language has a key role in classroom

teaching and learning. ‘It helps to encourage creativity, understanding, and imagination; it is a

means of solving problems, speculating, sharing ideas and making decisions; language builds

friendships and enhances motivation through social interaction.

English courses focus most on building reading and writing skills. The other ways of communicating

are also important, yet they are seldom taught. Speaking and listening make up 69% of our total

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communicating time each day. One study showed that college students spent about 53% of their time

listening and 16% speaking, but only 14% writing and 17% reading (Barker, Edwards, Gaines,

Gladney and Holley 1981). So courses in listening and speaking skills should have a prominent

place in language programs around the world today. Ever growing needs for fluency in English

around the world is the consequence of the role of English as the world’s international language have

given priority to finding more effective ways to learn these crucial language skills. In Bangladesh

secondary and higher secondary education are the most important sectors in education. English is

taught at this level following Grammar Translation Method. In this method, less emphasis is given on

learner’s speaking and listening skills. Though listening and speaking are the two common means of

communication, education planners of primary, secondary and higher secondary levels give less

emphasis on these skills. As a result students could not apply English in their practical life

successfully and they cannot apply this knowledge in the spoken classes also. This present study

explores approaches to impact of traditional English language learning on speaking skills of a group

of experienced learners.

Although not a set curriculum in most educational institutions, speaking skills have been found to be

a fundamental skill necessary for a learners’ success in life. Learners consequently often evaluate

their success in language learning on the basis of how well they feel they have improved in their

spoken language proficiency. Matin claims (2011: p.237) someone’s fluency in speaking measures

his/ her proficiency in that language.

Children’s having ability to translate their thoughts and ideas into words are found to be more

successful in school. Without developing good listening and speaking skills, students has to suffer

lifelong (Wilson 1997; in Smith, 2003: p.3). Having without proper knowledge of grammar and

sentence structure, not knowing proper pronunciation and listening skill one may consecutively

write, read and listen; whereas, speaking skill needs on the total knowledge of a language i.e.

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vocabulary, grammar, sentence structure, listening etc (Matin 2011: p.237). Ability of speaking

English also plays an important role in developing reading and writing skills. As River says, when

we read and write, we use what we know of the language orally (1968: p.20).

Speaking skill is required in everywhere, from simple conversation to formal public speaking. As

Wilson (1997: p.9) argues, talking can be used to connect with others, explore and understand the

world, make sense of the world, and reveal oneself. For different audiences talk contains different

components. Children needs to learn to talk to themselves, hold conversations, interviews, small

group discussions, talk to teachers, parents, peers and in society.

In Bangladesh’s perspectives, fluency in speaking English is needed for professional purpose a lot;

like doing international business, diplomatic jobs and for higher studies (Matin, 2011: p.237). Young

generation aspire to professional careers in English dominant communities where most required

qualities of candidates are presentation skills and fluency in speaking. Also after completing Higher

Secondary education, at the tertiary level, especially at universities, students are encouraged to

communicate in English and most of the lectures are delivered in English. Besides students who are

going abroad for pursuing higher studies, ability to speaking fluently is considered most

advancement facility for them (Matin, 2011: p.238).

Khan (2007,a) pointed out that in case of learning spoken English, students of tertiary level are

still facing problems (Khan, 2007,a) and fail to speak English fluently (Jahan, 2008). From these

points, it seems that the courses based on speaking skills are not being effective because

appropriate methodologies and materials are not being used. Keeping all the above ideas in mind

this study tends to find the problems faced by the learners in the spoken class to express

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themselves and makes a comparison between traditional English knowledge and acquiring

speaking ability.

Review of Literature

In skills development proper testing is necessary. Hughes suggests (1989; p.8) testing measures

language proficiency, discovers students success in achieving the objective of a course of a

study, diagnoses students weaknesses and difficulties etc. If the teacher is unable to identify and

analyse the problems students make in target language, he/she will not be able to give a hand at

all through appropriate anticipation, remedial work and additional practice (Heaton, 1975; p.2).

Heaton adds (1975; p.2) a test enables teacher to determine about the difficult part of the

language programme faced by the class.

In countries like ours where English is the second language, students do not get that much

opportunity to use their English skills because Bangla speaking parents, family and friends

surround them (Matin, 2011; p.235). Even if they use English skills, they cannot get proper

feedback of whether they are using accurate English or not. In this case institutions needed to

play best role to implement what they have learned and where they should be assessed and

corrected (Matin, 2011; p.238). A well-constructed test is necessary because it tells the teacher

effectiveness of the syllabus as well as methods and materials he is using.

In Bangladesh, researchers have found that students possess a burning desire to make good

results in all the public exams. According to Matin (2011: p.238) in our context, it is a common

thinking that students should learn language to accomplish good marks in examinations but not

to improve skills. Listening and speaking skills assessment is equally important like the other

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reading and writing skills. Both students and teachers remain reluctant to work on them because

no mark is allocated for these two very important skills in exams. If students are tested in

listening and speaking at exams and their success in language use will depend on their

performance, they will be more serious to improve their listening and speaking skills.

Nevertheless, through reading and writing assessment, speaking and listening ability can be

judged indirectly, these tests does not ensure learners’ comprehensive communicative ability.

Due to shortcomings of the teaching materials, learners face some problems of understanding in

the process of listening. As students do not get proper support from surroundings, they do not

feel any motivation to practice speaking and listening (Seraj and Mamun, 2011: p.10).

The system developed over the ages in Bangladesh is exam and result oriented in which learners

and teachers show no interest in things that are not included/ important in the exam. In the

syllabus of HSC English there is no specific task mentioned for listening and speaking activities.

In any form of public exams, there is no testing for speaking and listening (Seraj and Mamun,

2011: p.10). Learners appear in their final examination for 200 marks only on reading and

writing so reading and writing are strongly maintained in the classroom (Seraj and Mamun,

2011: p. 10). Matin finds (2011: p.239) teachers and students remain busy practicing reading

comprehension and writing composition as the question papers of the board exams do not

contain any part for speaking and listening.

In Grammar Translation Method (GTM) learning is held through translating from first language

to second language or vice versa and only reading and writing are emphasized (Seraj and

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Mamun, 2011: p.7). For making learners interactive and communicative GTM is less effective.

However there are teachers who still are following Grammar Translation Method to cover

communicative syllabus (Seraj and Mamun, 2011: p.10). In this methodology learners gain much

more accuracy but not so fluency and spontaneity in using the language for which CLT is meant

and listening and speaking skills are ignored.

In Bangladesh’s context most of the colleges do not have facilities to practice speaking and

listening skills (Seraj and Mamun, 2011: p.10). Pattison (1987) observes that if the teacher

himself or herself does not speak in the target language in the class, then language becomes to

the learners “rather like numbers in mathematics lesson, a series of ciphers embedded in normal

speech” (Pattison, 1987, p.15). In Seraj and Mamun’s observation (2011) in Bangladesh most of

the colleges English language teachers do not speak in English and thus they dare not use

English as the medium of communication. In most of the classroom, there are no proper facilities

to practice speaking and listening activities (Seraj and Mamun, 2011: p.10).

Hence students do not have scope to practice them practically. In most of the institutions

language lab facilities are completely absent. Though some institutions have some modern

equipments and classroom setting, those remain useless because of lack of competence of

teachers using them (Seraj and Mamun, 2011: p.10).

Almost all government and non- government institutions have acute scarcity of favorable

environment for teaching and learning English. Teachers face problems like big classroom,

shortened of time or lack of proper instrument in their institutions (Seraj and Mamun, 2011:

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p.10) that certainly make the learners disinterested in learning communicative English.

Moreover, students do not get positive approach and support from surroundings. Most of the

classroom is big in size containing 80 to 160 students and it creates an unavoidable problem to

get tranquil setting for language teaching (Seraj and Mamun, 2011: p.10).

So the purpose of this study is to find out the impact of traditional language learning on speaking

skills and to present the hindrance and requirements for speaking skill for experienced learners.

Research Questions

This study is guided by the following research questions:

1. Does traditional language teaching consider a communication centric view of language

learning?

2. What difficulties do the learners face in the speaking class?

3. How important is speaking skill in traditional English language learning?

4. What impact does traditional language learning have on learners?

5. What kind of language process should learners have to go through when developing their

speaking skill?

6. Are learners encouraged to operate toward the communicative continuum in the class?

Hypothesis

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Traditional English language learning does not help students to develop their speaking skills.

Because the learners do not get enough support from their previous English class about speking

skills.

Methodology

The study was conducted in Dhaka Division. This research was a small scale and quantitative in

nature and statistical methods were applied to analyse the data.

Firstly I prepared the survey questionnaire. It mainly consisted of closed-end questions and

MCQs . Because it opened the scope to reply confidently and comfortably for the respondents. And

this survey questionnaire was used as an instrument to collect the data. The target respondents of

this questionnaire were college and university students who were experienced and learning how

to speak in English in a formal speaking class in an institution now(from July to August,2014 ).

As the Institution, I had chosen S@ifurs Coaching (Mowsac Branch) where many students come

to learn how to speak in English. Because of being a teacher of speaking class there, it had been

easier for me to contact with them. By experienced learners, I am strictly referring to students

who have read English as a second language for 10 or 12 years for academic purpose. At the

time of survey, participants were guided orally by me how to fill the questionnaire properly .

The questionnaire was designed simply to be understood easily. Results after data analysis would

be presented in percentage and graph.

Procedure 25 sample respondents were contacted randomly in the speaking class of S@ifurs Coaching

(Mowsac Branch) and information about the purpose of study was provided to them. Sample size

of the study was limited due to time and cost constraint. All the respondents were from Bangla

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medium institutions .After obtaining their consent, a research questionnaire was given to them

with request to complete it in one sitting by selecting appropriate response category which they

would consider more appropriate regarding the impact of traditional English language learning

on the speaking skills. Before the survey, the participants were assured that no harm would be

done to them regarding this paper and also their privacy would be strictly maintained by me.

This made the participants feel free and comfortable in answering the questions .To analyze the

data, I used quantitative method since it was easier to sum up a result when numbers of the

respondent participants were limited.

Findings and Discussion

The questionnaire is consisted of 13 multiple choice questions .These questions were mainly related

to the impact of traditional language learning on speaking skill . The sample of the learners was 25.

The following table shows option wise respondents of the research questionnaire. The Research

Questionnaire is given to the appendix.

Number

of the

Questions

Answering Question –Options by the RespondentsComment

a b c d e F g h c&d b,c&d a,b,c&d

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1 20 4 1 25

2 6 1 6 12 25

3 3 4 1 17 25

4 10 6 11 More options answered by individual.

5 5 10 2 8 25

6 3 2 20 25

7 1 4 12 8 25

8 5 20 25

9 18 7 25

10 18 5 2 25

11 12 15 16 14 9 11 7 6 More options answered by individual.

12 15 3 15 4 1 More options answered by individual.

13 24 5 7 7 3 More options answered by individual.

In response to the first question, (See appendix-A), 80% learners (20) answered that they were

taught reading and writing skills in their previous English classes. The teachers of our country

Practice of English in Previous Classes

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Reading &

Writi

ng Skill

s

Listen

ing, Speak

ing, Rea

ding & W

riting s

kills

Reading,

Writing &

Spea

king S

kills

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

give emphasis on reading and writing. On the other hand only 4% students are learnt how to

speak in English with listening in their traditional English classes. And 16% students tried for

speaking ,reading and also for writing in the class.

In answer to the 8th question (see appendix-A), 80% experienced learners were away from the

speaking activity in their previous English classes. And only 20% students were related with this.

Speaking Activities in Previous English Classes

16

No Yes0

10

20

30

40

50

60

70

80

90

Actually the academic English classes of our country are not communicative centric view.

For question number 13 (see appendix-A), 96 % respondents think that practice is essential for

speaking skill. But in the traditional language learning , there is a little scope of practice in

speaking .

The Most Important Task for Speaking Skills

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Practice Confidence Memorizing Vocabulary

Grammatical Knowledge

Other0%

20%

40%

60%

80%

100%

120%

28% learners think that confidence and grammatical knowledge are necessary to increase

speaking skill . 20% students think vocabulary is also needed for speaking .

For question number 7 (see appendix -A), 48% participants state that sometimes previous

knowledge is helpful in the speaking class . 32%paticipants think it previous knowledge is

necessary &, 16 % think that it is hardly necessary.

The Effect of Previous English Knowledge in the Present Speaking Class

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Naver Hardly Sometimes Always0%

10%

20%

30%

40%

50%

60%

But

4% students think that it is totally unnecessary in the speaking classes.

For question number 9 (see appendix -A), 72% the respondents support that speaking English is

not boring rather it is comfortable.

Feeling Comfortable to Speak in English

19

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

And only 32% students show aversion to speak in English.

For question number 11(see appendix-A), 48% respondents tell that they become afraid to

speak in English. 60% students thinks that vocabulary is the main problem and 64% thinks

pronunciation is a problem for them to speak in English. 56% students feel lack of confidence to

speak.

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Difficulties Faced by the Learners in the Spoken Class

Afaid

Lack o

f Vocab

ulary

Pronuncia

tion & In

tonation

Lack o

f Confiden

ce

Grammati

cal Problem

Worried

About Righ

t or W

rong

Shyn

ess

Others0%

10%

20%

30%

40%

50%

60%

70%

Grammatical problem is for 36% students. And 44% students feel worried about right or wrong

at the time of speaking . Shyness as the impediments is felt by 28% students. And others are

24%

For question number 5 (see appendix-A), 20% respondents tell that they get hardly inspiration

to speak in English from the previous classes .

Getting Inspiration from the Previous English classes

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Hardly Sometimes Reguarly Never0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

40% sometimes , 8% regularly and 32% never get any inspiration from the previous English

classes about speaking skills.

For the question number 4 (see appendix-A), 40% participants answered that they would hardly

get interactional opportunities in previous English classes.

Interactional Opportunities in the Previous English Classes.

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Hardly Sometimes Regularly Never0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

And 44 % respondents told that they never get any interactional opportunities before whereas

44% learners replied they sometimes got scope to interactional opportunities in the traditional

English classes.

For the question no 3 (see appendix-A), it is strongly agreed by the learners of speaking skills

who responded the questionnaire that they generally did not use English as mandatory for

communication in their academic English classes .

English as Mandatory in Academic Life.

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School College University Journey 0%

10%

20%

30%

40%

50%

60%

70%

80%

Just for journey this English is used by the learners . And in favour of this , 68% students of

speaking course gave their consent .

In answer to the question number (see appendix-A) 2, 48% respondents told that they hardly got

speaking activity previously. Some learners (24%) replied that they never got any speaking activity.

Speaking Activities in Previous Classes

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Sometimes Regularly Never Hardly0%

10%

20%

30%

40%

50%

60%

Only 4% respondents got that activity in their previous English classes. And 24% learners

received the scope of speaking activity sometimes in the class.

In reply to the question number 6 (see appendix-A), 80% participants told that they were not

benefitted from their previous English classes about speaking skills.

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12%

8%

80%

Development Rate of Speaking Skill in Pre-vious Classes

GoodAverageNo Progress

Only 8% students maintained their average level whereas 12% captured good level about

speaking skills .

In response to the question number 10 (see appendix-A), 72% participants to the survey tell that

using English is very essential in everyday life .

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72%

20%

8%

Using English in Everyday LifeVery Essential Essential Hardly Essential

But 8% thinks it is hardly essential in our life . On the other hand 20% students think it is

essential for our everyday life

The study and analysis clearly indicates that the impact of traditional English language on speaking

skill is no more avoidable. Technique and procedures of learning English in Bangladesh are not

properly and wholly practiced. The education system of language in academic level is not up to the

mark for speaking skill. . For this reason, speaking practice is completely ignored in class. As Seraj

and Mamun’s (2011) findings most of the teachers still use the techniques and procedures of

traditional method at class, which emphasize on rote learning and memorization. Though the text

books (English For Today , For classes 11-12,9-10, & 1-8) are written with communicative thought

and ideas, and the syllabus is designed with communicative language learning contents and items, the

language teachers are found unenthusiastic about the guideline of the books. The English teachers

hardly speak English in the class and so they remain away from any type of speaking activity in the

academic English classes. Previously Seraj and Mamun (2011) observed most of the colleges in

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Bangladesh teachers do not use English as their medium of communication. Teachers use Bangla as

their medium of instruction and interaction in class so that the students do not get any inspiration for

speaking in English . Survey questions 2, 3,4, 5, 6, 7 find the difficulties and challenges in

flourishing speaking skills in the traditional English classes. The present research finds that majority

students are not encouraged to speak in English from the traditional learning of English. It is painful

to know that after long years of learning English, most of the learners cannot speak English with

necessary fluency, correctness of grammar and pronunciation. There has been defective system going

on for long in our traditional English language learning in which there is no allocation for practical

test on speaking skills. Matin’s (2011) findings also support this observation that zero allocation for

speaking makes students and teachers fully reluctant to practice this skill. A number ways can be

used to increase students’ ability on speaking. More practice can be ensured from the traditional

language classes . Because this can give a learners of speaking skill to practice more speaking skills

and enhance their awareness about the skill.

Summary of the Findings

The study has identified some problems that the students usually face while learning speaking skill

in English as a foreign language. From the above findings, following are the challenges in the way of

acquiring the speaking skill.

• Afraid to speak

• Lack of confidence

• Shyness

• Lack of Vocabulary

• Grammatical problem

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After analyzing the data following possible solutions have come-

• Ensuring interactional opportunities from the traditional learning level .

• Scope of practice widely

• Encouraging the learners to speak in English.

Recommendations

After conducting survey and analyzing the results, I have come up with the following

recommendations-

1. National Board of Education should revise the design and the curriculums of English syllabus . It

should be made based on complete syllabus of communicative approach.

2. At exams, marks should be allotted for speaking from the traditional English classes .

Further Studies

Further experimental investigations are needed to estimate following fields-

1.Research should be done on the testing and assessment systems of speaking and listening skills at

the HSC level.

2. Study on error analysis among the intermediate students speaking and listening skills can be

carried out separately.

Limitation

The followings are the obstacles faced by me.

1. I have to face risk to collect data alone.

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2. The number of sample was not enough.

3. Funding was a matter of consciousness. But I have not got any fund to do my research

project.

Conclusion

As a global medium of communication the importance of English has increased a lot in the present

social, political and commercial contexts. With the advancements of Information technology in

various spheres of society, English has become the only lingua for the world citizen. In Bangladesh,

English has long been taught as a core subject from class 1 -12, yet it is very painful to watch that

students are still lagging behind to achieve comprehensive success at English in communication

skills, especially speaking skills. Communicative method is followed from the class 1-12 aims at

developing four skills reading, writing, listening and speaking. Hence, two main skills listening and

speaking have been ignored so far due to the defect of the proper approach. Proper planning,

implementation and monitoring can make it possible to achieve students’ language proficiency in

four skills simultaneously. This paper focuses on the impact of traditional English language learning

on the speaking skills of a group of experienced learners .

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