Viva voice in fulfillment of the requirement for a master degree in English:

Title:

Investigating Teachers’ Strategies for Enhancing Learners’ Participation in an EFL

Speaking Classroom

A Case Study of Second Year EFL

Students at the English Department

Submittted by : Miss. Meriem Subervised by : Mrs.

KADDOUR Wahida ALLOUCHE
Structure of the Presentation:
 Statement of the Research Problem.
 The Research Questions
 Significance of the Study
 Definition of an Important Construct
 Research Design and Procedure
 Data Interpretation and Pedagogical Implications
 Conclusion
 Statement of the Research Problem
Classroom interaction is very important for the development of the spoken
language, the fact that led many researchers and scholars as well as some
linguists to insist on its significance in the enhancement of EFL student’s
speaking skill . They believe that classroom interaction is a crucial and a
paramount pattern for developing the skills of foreign language learning.
Therefore, the problem that the current research is dealing with is
investigating teachers’ strategies and the importance of classroom interaction

in the development of students’ participation in a speaking class.

 Significance of the Study

 It aims at investigating the different strategies teachers may use to help

their students interact in class.

 It demonstrates the causes that influence students’ participation.

 It shows the impact of the techniques on their involvement.

 The Research Questions

 Do teachers use any strategies to enhance students’ participation in the EFL

speaking classroom?

 How can EFL Teachers encourage learners to engage in participation in the

speaking classroom?

 What effect do these strategies have on learners’ participation?

 Definition of Classroom Interaction
Writing
• Means of communication
(Crismore 1979)
• Creative way of expressing
oneself(White 1987, Fulwiler
2002)
Learning Strategies
• Processes that may contribute
directly to learning (Brown
1980)
• Learning techniques, behaviors,
or actions; or learning-to-learn,
problem-solving, or study skill
(Oxford and Crookall 1989)
Writing Strategies
• The sequence in which a writer
engages in planning, composing,
revising and other writing
related activities (Torrence et al.
2000)
• The line that separates
successful writers from less
successful writers (Mu 2005)
 Student-Student Interaction
Key: St St St St St St St St
 Teacher
St St St St St St St St
interacts with
student St St St St St St St St

St St St St St St St St
• St Student
• T Teacher
T
Research Design and Procedure

• A Case Study
Research
Method

• English Department of the University of Algiers II- Abou el Kacem

Saad Allah.
Setting

• Thirty (30) Third Year Students at the English Department of the

University of Algiers II
Sample
 • Two Mixed Questionnaires, one for students and one for
teachers.
Data Collection
Tools

• Content Analysis for the analysis of open-ended questions.

• Descriptive Statistics for the analysis of close-ended questions.
Data Analysis
Methods
Data Collection Procedure

 First, both teachers and students were administered

a mixed questionnaire to fill in.
 Next, classroom observation was used as a follow
up tool that lasted 6 days.
Data analysis and Interpretation

The interpretation of the data is in relation with

the research questions. Thus, The interpretation
is concerened with discovering the strategies
that teachers use to make their students
interact; to know the most used interaction
strategies used by teachers, in addition to the
impact of these techniques on students’
involvement in class.
 Teachers’ strategy use

Teachers’ The questioning technique 06 04 05 15 23,43%

techniques
& The collaborative learning technique 11 15 12 38 59,37%
strategies (pair work, group work, class discussion)
to enhance 53,57
students’ %
participatio Teacher uses individual work to ensure that every 00 01 00 01 1,56%
n students participate

Teacher imposes topics for students to discuss 00 02 01 03 4,68%

Teacher gives students freedom to choose topics 03 02 02 07 10,93%

to discuss
 Interaction Strartegies
 The techniques that teachers use to help their students interact:

Options respondents %

Scaffolding technique 00% 00%

Questioning technique 1% 33.33

%
Collaborative learning technique
2% 66.66
%
Others / /
Total 3 100
%
 The effect of Teachers’ strategies on students’
participation

3%
13% Pair work Group work

Discussion Simulation and role plays

48%
35% Others
Pedagogical Implications
 EFL teachers need to choose different and interesting interaction tasks to engage
their learners in the learning process and get them motivated to speak
 Teachers need to pay close attention to the classroom atmosphere by setting
scenes to students to encourage them interact.
 Syllabus designers are advised to take a step further and integrate classroom
interaction as a pedagogical instrument in textbooks, asking teachers to reduce the
amount of their talking time as much as they can in order to pave the way for
students to practice their language and interact to enhance their oral productions.
 More time should be allocated to the speaking courses so that teachers can
improve learners’ oral capacities through varying the teaching strategies and the
oral tasks.
 Learners have shown likeability for collaborative work; thus, teachers are
required to adopt it because it serves as a motivation generator that helps students
progress, and make them want to learn and participate more.
 Conclusion
The results have shown that most of the questioned teachers of listening and
speaking use a variety of techniques to help their students interact in class.

 The classroom observation revealed that all teachers of listening and

speaking use the collaborative learning techniques ( Group work, class
discussions…) as the most used technique to engage students to participate in
class.

 The results show that most of the questioned second year students appear to
be aware of the importance of classroom interaction and that they showed a
positive reaction to teachers’ strategies.
THANK YOU VERY
MUCH