Does being taught by native English-speaking teachers promote improvement in speaking skill more?

It has been conceived that being taught by native English-speaking teachers (NESTs) leads to more improvement in speaking proficiency given the fact that English is their mother tongue. This paper aims to examine whether or not being taught by NESTs ends up with more achievement in adult EFL learners’ speaking skills. Experimental research design was used with an eye to scrutinizing if there was a statistically significant difference between the speaking scores of the participants in the experimental group and the ones got by the participants in the control group. The experimental group had proportionately more lessons conducted by NESTs as opposed to the control group taught predominantly by non-native English-speaking teachers (NNESTs). In eight weeks, marking the duration of the study, the participants submitted three speaking portfolios, took one speaking quiz and one end-ofcourse test (ECT). Participants’ scores on the quiz, the ECT and the speaking portfolios were analyzed via conducting independent samples t-test. The findings obtained from the analyses show that no statistically significant difference exists between the speaking scores of the experimental and control group on the ECT, scores on the speaking quiz, the first and second speaking portfolios while a statistically significant difference is observed between the participants’ scores on the third speaking portfolio. The results might arouse suspicion of the popular conception of learning to speak English better as a consequence of being taught by NESTs.

Ana dili İngilizce olan öğretmenlerden İngilizce öğrenmek konuşma becerisindeki ilerlemeyi daha fazla arttırır mı?

Ana dili İngilizce olan öğretmenlerden İngilizce öğrenmenin konuşma becerisindeki yeterlikte daha fazla ilerleme sağladığı düşünülmektedir. Bu çalışma, ana dli İngilizce olan öğretmenlerden İngilizce öğrenmenin, İngilizceyi yabancı dil olarak öğrenen yetişkin öğrencilerin konuşma becerisinde daha fazla ilerlemeyle sonuçlanıp sonuçlanmadığını araştırmak için yürütülmüştür. Denek grubundaki katılımcılarla kontrol grubundaki katılımcıların konuşma puanları arasında istatistiksel olarak anlamlı bir fark olup olmadığını irdelemek amacıyla deneysel araştırma tasarımı kullanılmıştır. Denek grubu, ana dili İngilizce olmayan öğretmenlerden daha fazla ders alan kontrol grubuna kıyasla, ana dili İngilizce olan öğretmenlerden daha fazla ders almışlardır. Çalışmanın süresi olan sekiz hafta boyunca katılımcılar üç konuşma portfolyosu teslim etmiş, bir kısa konuşma sınavı ve bir de modül sonu sınavına girmişlerdir. Katılımcıların kısa konuşma sınavı, modül sonu sınavı ve konuşma portfolyolarından aldıkları puanlar bağımsız örneklem t-testi ile analiz edilmiştir. Elde edilen bulgular, kontrol ve denek grubunun ne modül sonu sınavından ne küçük konuşma sınavından ne de birinci ve üçüncü konuşma portfolyolarından aldıkları puanlar arasında anlamlı bir farklılık olmadığını ortaya koymaktayken, grupların üçüncü konuşma portfolyosundan aldıkları puanlar arasında anlamlı bir farklılık olduğunu göstermektedir. Sonuçlar, ana dili İngilizce olan öğretmenlerle İngilizce konuşma daha iyi öğrenilebilir kanısına yönelik şüphe uyandırabilir. Anahtar sözcükler: İngilizceyi yabancı dil olarak öğrenen yetişkin öğrenciler; ana dili İngilizce olan öğretmeler; ana dili İngilizce olmayan öğretmenler; konuşma becerisi; konuşma becerisinde ilerleme.

Kaynakça

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