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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 07 March 2022

What Can I Do To Overcome My EFL Students’ Speaking Challenges?

Esra Yazıcı, Bünyamin Bavlı

Istanbul Ayvansaray University (Turkey), Yildiz Technical University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.05.01.442

Pages: 311-319

Keywords: EFL Students, English Preparatory Year, Speaking Skill Problems

Abstract

This study aims to overcome the speaking challenges of the students in an English preparatory class of 2020-2021 spring semester at a private university in Istanbul. Qualitative classroom action research design was operated to conduct the study. In the beginning weeks of spring semester, speaking skills challenge among the students was detected and observed. Accordingly an action plan was developed by using Ur (2009)’s advices. Developed action plan was implemented for 8 weeks. The study included 4 female and 2 male students as participants. Participants were chosen by homogenous sampling method that is one of the purposive sampling methods. To collect data, active participant observer technique and e-mail interview technique were employed. Data were analyzed by content analysis technique. As a result, 2 themes called affective improvements and practical improvements and in each theme 3 sub-themes were discovered. Sub-themes are reduced anxiety, increased motivation, improved self-efficacy, increased participation level, gradual ease in speaking, and examination. To conclude, the study shows that students benefited from the action plan which was prepared mostly by Ur (2009)’s advices.

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