THE FOREIGN LANGUAGE E IMMERSIVE IN ENHANCING STUDENTS’ EFL SPEAKING ABILITY
Abstract
This study investigates the effectiveness of students’ EFL speaking ability, using the E Immersive through yutube . It aims to explore whether e immersive effective in an English as a Foreign Language (EFL) context is more effective on the students’ speech development as a teaching approach. A quasi experimental design was employed for the study. The participants were 40 students of English department of STKIP PGRI Jombang who were taking Speaking class in their fourth semester at STKIP PGRI Jombang. The quantitative data were taken from students’ speaking test. The research finding revealed that the students’ achievement of experimental group in speaking ability is higher than control group and the students responses showed that they had almost positive response in taking the speaking class by employing immersive multimedia which reduced the use of code-switching strategies by the students and enabled them to develop oral production skills in English It implied that E immersive learning is effective to be implemented in speaking class.
Keywords
Full Text:
PDFReferences
Ary, D, J. et al. (2010).Introduction to Research in Education. United States: Wadsworth.
Alberta Education. (2010) French Language Education Services; Handbook for French
Immersion Administrator.
Barimani, S. (2013). ‘On the Versatility of the Competence Acquired through Immersion
Program’. Theory and Practice in Language Studies, 3/8: 1360-1368.
Brown, H. Douglas (2004). Language assessment: Principles and classroom practices. White
Plains, NY: Pearson Education
Bruton, A. (2011). ‘Are the Differences Between CLIL and non-CLIL Groups in Andalusia Due
to CLIL? A Reply to Lorenzo, Casal and Moore (2010)’. ResearchGate, 32/3: 236-241, at https://www.researchgate.net/publication/274178890_Are_the_differences_between_CLIL_and _non
Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics
in the age of information and communication technology, John Benjamins. Coiro, J.,
Carrigo, D. (2000). Just how much English are they using? Teacher and student language
distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes. Unpublished doctoral dissertation, Harvard University, Massachusetts
Cummins, J. (2009). ‘Bilingual and Immersion programs’. In M. H. Long & C. J. Doughty
(Eds.), The handbook of language teaching. Singapore: Blackwell Publishing, 161-181
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Portsmouth, NH: Heinemann
Johnson, R. K., & Swain, M. (1997). Immersion education: International perspectives:
Cambridge University Press
Knobel, M., Lankshear, C. & Leu, J. D. (Eds.). (2008). Handbook of research on new literacies.
New York: Lawrence Erlbaum Associates, Taylor & Francis Group.
LaVan, C. (2001). Help! They're using too much English! ACIE Newsletter 4(2), Bridge Insert,
pp. 1-4.
Leung, A. (2004). Fostering learner autonomy among weak students via information technology.
The HKU Scholars Hub. Retrieved from http://hdl.handle.net/10722/30657
Lenker, A., & Rhodes, N. (2007). Foreign language immersion program: Features and trends
over 35 years/ The ACIE Newsletter, 10 (2), 1-8
Mangubhai, F. (2005). What can EFL teachers learn from immersion language teaching? Asian
EFL Journal, 7(4), 203-212.
Muslem, A., & Abbas, M. (2017). The effectiveness of immersive multimedia learning with peer
support on English speaking and reading aloud. International Journal of Instruction, 10(1), 203-218.
Swain, M. (1996). ‘Discovering successful second language teaching strategies and practices:
From programme evaluation to classroom experimentation’. Journal of Multilingual and Multicultural Development, 17/2-4: 89-104.
Toksabay, E. (2010, November 3). Turkey reinstates YouTube ban. Reuters.
Wang, L. (2005). The advantages of using technology in second language education: Technology
integration in foreign language teaching demonstrates the shift from a behavioral to a constructivist learning approach. THE Journal, 32(10), 39-42.
DOI: https://doi.org/10.32682/jeell.v5i2.983
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 JEELL (Journal of English Education, Linguistics and Literature)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.