Teachers’ and Students’ Evaluation of the Effectiveness of Common Techniques Used to Generate Talk in Speaking Classes

Abstract

In the process of language teaching/learning, much emphasis is placed on the productive skills; speaking and writing but mostly on the speaking skill to facilitate the way of communicating. The present study seeks to investigate the effectiveness of the use of the different communicative techniques and activities to generate speaking in the EFL classroom such as; language games, discussion, and role-play. In the view of this, three chapters are brought into play; the first and second chapters introduce a review of literature while the third chapter attempts to analyze the data collected and discuss the main results from the students’ and the teachers’ questionnaire. The hypothesis of this research is that Learners will be able to communicate more effectively in the EFL classroom when they are exposed to the most appropriate techniques. This study has been conducted through a quantitative and descriptive analysis. In order to collect data researchers used a questionnaire addressed to EFL teachers and students. The required data was gathered through questionnaires administered to fifteen (50) third year EFL students and to five (5) oral expression teachers at Mohammed Seddik Ben Yahya University. The analysis of the results reveals that third year students of English are more aware of the importance of the classroom techniques in improving oral proficiency. From another perspective, the EFL teachers agreed that adopting different classroom techniques is very effective way to reinforce third year English students’ speaking ability. Accordingly, the analysis of the research findings confirmed the research hypothesis and provided answers to the research questions