CHAPTER FIVE SUMMARY, FINDINGS AND SUGGESTIONSshodhganga.inflibnet.ac.in/bitstream/10603/56585/13/13... · 2018-07-07 · CHAPTER FIVE SUMMARY, FINDINGS AND SUGGESTIONS ... In fact

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CHAPTER FIVE

SUMMARY, FINDINGS AND SUGGESTIONS

5.1 Overview

This chapter deals with the research work carried out by the investigator in detail, under

different headings along with the implications of the study, limitations and suggestions

made for further research.

5.2 Introduction

Communication being the prime goal of language learning, it is essential to train the

learners to use language in communicative contexts. This enables them to perform their

communicative role effectively in the classroom and the outside world. M.K. University

has recently introduced a course in communicative English for the undergraduate

students. The syllabus is innovative in the sense that some of the materials comprise

‘authentic texts’. They provide opportunities for the learners to be exposed to English

which they may encounter in real-life situations.

The review of selected literature showed that though there were many methods

adapted to teach English effectively, no particular method is result oriented and

productive. Hence the investigator identified and selected a teaching strategy called ESA

approach of learning English. Since many methods of teaching English have not yielded

the desired result in learning, writing and speaking, the investigator is adopting the

method ESA for teaching English at tertiary level.

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5.3 Significance of the study

If the findings of the study show that the strategies selected by the investigator are

effective, then the English teachers may also employ these ESA method of teaching.

Students also may find such method interesting, enjoyable and useful. In the previous

chapter, the relevant theoretical aspects and different stages of conducting the experiment

were presented. In this chapter, the focus of attention is on the results or outcomes of the

experiment and implications. The outcomes of any experiment are to be judged on the

basis of the purpose or objectives of the experiment. Though there are many individual

exceptions, much more could be done to improve teachers’ knowledge and skill in the

teaching of reading. The text book in use meets the needs of the majority of pupils but

they are inadequate for slow learners and pupils with specific writing and speaking

difficulties.

Language is the indispensable factor in communication .The world wide need for

English has created a massive demand for quality language teaching and language

teaching materials and resources. Many of the issues raised by the communicative

teaching methodology are still relevant today. Though teachers who are relatively new to

the profession may not be familiar with them. Communication can be defined in many

ways. In simple terms communication is:

• Information transmitted

• A verbal or nonverbal message

• A process by which information is exchanged between individuals through a

common system of symbols, signs, or behavior

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Emotional participation is needed to successfully send and translate linguistic

messages. In recent years some of the researchers have recognized the significant role of

factors affecting second language learning. The research aims at studying certain factors

affecting in relation to the learning of English as a second language at the tertiary level.

Although the distinction among these factors may be less than clear to some educators.

The result of this study may yield some useful insights to the different influences and

affects that each factor may add language learning.

The idea that communication involves the expression of a complete thought is one

of the basic language concepts and the development of the sentence is properly stressed.

Although many incomplete sentences are used in formal conversation, complete

sentences are conventional in more formal situations. The basic elements of audibility

distinctness,correct pronunciation, voice Control and possible facial expression and

gestures can be emphasised in the primary grades.

The teachers of later grades will naturally locate children in their various stages of

progress and will begin training at the proper level. Personal differences will be noted at

all grade levels and the neccessary adjustments made. In order to assure progress in such

a complex subject as language, the teacher should single out for consideration. The basic

types of programs are renowned as effectively providing for the growth and development

of students in language. It is necessary in setting up a language program to plot the course

that language development is to take and to clarify as clearly as possible the level of

growth that may be expected for each grade.

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The present research offers some remarkable recommendations and attention

insights into the matter deriving from the survey results and analysis towards developing

EFL teaching-learning practices for the greater benefit of the students. First, the EFL

class should be facilitated with the use of technological instruments, such as- audio-visual

aids in language lab as a part of practical exposure in order to reduce the learners’ lack of

motivation and heighten their interest and latent desire to immerse in EFL learning.

Moreover, EFL teachers should Endeavour to use various teaching methods, such as

mainly Grammar Translation Method (GT) and Communicative Language Teaching

(CLT) or measures to meet EFL learners’ diverse needs.

Secondly, the use of learners’ first language (L1) in the EFL classroom can play a

useful role in motivating the learners' attention towards EFL learning in college level.

Thirdly, the authentic EFL text should be redesigned and it should focus on grammar and

writing offering lots of exercises for practice, everyday vocabulary acquisition practices

and uses, Listening skill practices of easy and simple sentences, audio-visual material

practices, option for reading section, simplified version of interesting short stories from

English literature magazine or from newspaper as they well fit to the Indian context,

group discussion/ role play model practice option, and there should be

Assignment/Homework section at the end of each unit/chapter.

Fourthly, English courses should be introduced in primary schools which can

perceptibly progress the standard of English learning at college level. Fifthly, EFL

teacher-student should have congenial friendly relationship to develop and facilitate a

mutual communicative environment. Finally, so far as the socio-cultural factors are

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concerned, the EFL teaching-learning in the Indian context should be in line with the

pursuit of knowledge aspiring human welfare as a part of Indian history, culture and

tradition. Simply after all these adaptations, one can have a ray of hope towards

developing and incorporating EFL teaching- learning practices.

The aim of this thesis was to prove that using the ESA approach in ESL at tertiary

level is very beneficial and useful for students. This new concept of educational system

gives more freedom to teachers who can plan their lessons according to their needs and

can supplement the lessons with new materials. Furthermore, the digital technologies also

develop and the students are more and more computer-skilled. And the teachers should

benefit of it as well as support these abilities of the students. Therefore using the ESA

approach is very desirable as the students meet with the new type of technology and can

improve their skills.

The theoretical part introduced theories that support using of the visual aids in the

lessons. It started with the teaching principles of one of the greatest school reformers J.

A. Comenius. His ideas were timeless and are valid even nowadays. Other theories

included e-learning, CALL, PPP and ESA approaches. The common feature was that

some of them use technologies or can be adaptable to using the whiteboards in the

lessons.

In conclusion then, the thesis should serve as a guideline for teachers who work

or would like to work with ESA method in the lessons. As there are three types of ESA

described it depends on the teacher which information will be useful for them. It is a

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great way how to attract students' attention and motivate them for learning languages or

other subjects.

Earlier views of language learning focused primary on the mastery of

grammatical competence. Language learning was viewed as the process of involuntary

habit formation. In 1970’s a reaction to traditional language teaching approaches began

and soon widened around the world as older methods such as audiolingualism and

situational language teaching fell out of fashion. The notion of communicative

competence was developed within the authority of linguistics and appealed to many

within the language teaching profession, who argued that communicative competence is

not simply grammatical competence, it should be the goal of language teaching and the

result was Communicative Language Teaching.

Some of the features of CLT may be enumerated as follows: genuine text should

be introduced to the students relating to the learning situation. Opportunities should be

provided to the learners to focus not only the language but on the learning process. An

accent has to be laid on learning to communicate through interaction in the target

language. Here meaning is vital, dialogues if used centre around communicative

functions and are not normally memorized.

In the Direct method, students were encouraged to directly associate meaning

with English; that is they were told to think in English. To achieve this, teachers

explained new meaning using visual aids or demonstrations. As for the teaching of

Grammar, it was taught inductively. In other words teachers provided their students with

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examples from which students were expected to figure out the grammar rules and

generalization. (Richards & Rodgers, 1986).

The picture would convey the meaning of the word spoken by the teacher. A

problem with the Direct method is that, it met with opposition in public schools that are

governed by strong political forces. Second language learning for communicative

purposes, was never popular in education and especially in mainstream America.

Budgets, time, classroom size and teacher incompetence were all cited reasons for

sending the Direct method into decline in the public eye. It is still employed in private

schools.

5.4 ESA approach in Teaching and Learning

A lesson plan is the construction for a lesson. It sets out what the teacher hopes to

achieve over the course of the lesson. When thinking about an English lesson it is useful

to keep the following three elements in mind. These three elements are Engage, Study,

and Activat . It should be present in every progression.

The teaching methodology which the teacher uses for teaching communication

skills is ESA, which means Engage, Study and Activate. Engage means the teacher

explains to the students about standard structure of the text. Study means the teacher and

the students study another text together to analize its generic structure. Activate means

the teacher gives an obligation to the students to search some kind of text which they

have learnt together, then the students make their own text after they are able to find the

text they search before.

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Student’s cognition and attention will be developed. English teaching needs to be

better deliberate. This study has shown that English is one of the core subjects in both

Tertiary and Secondary level of Education.

5.4.1 Importance of ESA model

In fact there are plenty of methodologies in teaching English as the foreign language

literature; each approach has a particular practical method. ESA strategy is developed by

Jeremy Harmer, who is one of the most important pedagogists among the world. Harmer

wrote many books and researches which become one of the most important contribution

in the improvement of this field. Every lesson contains different stages. Lessons can

focus on grammar, vocabulary, reading or writing. They may consist of listening or

speaking.

The different courses can be presented in introducing of new language item or as

a modification of a past lesson. In other hands students should be aggravated and

interested in a language lesson. This momentous aim cannot be achieved without clear

methodology and careful planning. These three elements should be present in each

successful instruction and learning.

ENGAGE: It is important to engage students, this means getting students paying

attention in the subject in the class, in the language point and optimistically enjoying

what they are doing. As the students are engaged they are authentically involved in what

is going on. The chances are that they are going to learn lot better. Engaging students in

the teaching-learning process of each lesson is significant for successful learning. The

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teacher cannot teach people anything but he can help them only to discover things in

themselves.

STUDY: In any lesson, students usually necessitate something to study. In an English

teaching lesson there needs to be some language hub for the class. Students need to be

introduced analytically to the way that English is put together. The study element of a

lesson could focus on any phase of language such as grammar or vocabulary and

pronunciation. A study stage does not have to be new language involvement, it could also

cover amendment and expansion of formerly taught material.

ACTIVATE: Simply telling students about the language, is not usually help them to

learn it. In an activate stage the students are given tasks habitually writing or speaking

activities which students to use not only the language, they are studying that day, but also

other languages that they have learnt.

Engage, Study, Activate are three important elements for each valuable lesson,

they give the teacher the ability to organise the content of his courses and present his

lesson plausibly to learners. Incentive comes at the first stage, then studying of exact

examples and rules of particular linguistic phenomenon. Then appraisal comes at the end

in which students show their indulgent of the context.

ESA provides an unprejudiced range of activities for the students and supremely

will not be shorter than thirty minutes or longer than an hour. It discourages teacher talk

time as it is not them that need the practice. ESA can be adopted using boomerang and

patchwork methods. It is a mix of straight arrow as described above so it can be used for

any intensity. It gives structure for the teacher and the student becomes intermittent with

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the format. It ensures students to learn and then understand what has been taught in

circumstance.

5.4.2 ESA lesson sequences

Straight arrow

The Straight Arrows (or E-S-A) is considered best for low-level learners. This

characteristic of Straight Arrows serves as a supplement for the second limitation of TBL.

In a Straight Arrows lesson, first, the teacher arouses students’ interest, then focuses on

presenting new language, and eventually lets the students activate what they have just

studied. Undoubtedly, this process may help low-level students study well. We can

represent this kind of lesson like this:

Boomerang

The Boomerang (or E-A-S-[A]), in contrast, proves to be more suitable for intermediate

and advanced learners. In this procedure, the teacher selects a topic of study and will not

present new language until the students demonstrate their needs for it.

Engage

Study

Activate

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A diagram for boomerang lessons can show this procedure like this:

Patchwork

Patchwork is the last type. Like Boomerang, this pattern also works well with

intermediate and advanced levels. In a patchwork lesson, the three elements will appear

more than once and in varied orders. Compared with the two sequences above, this

sequence provides a balance between study and activation.

Patchwork lesson sequence can be representing in the following way:

Engage

Study

Activate

Engage

Study

Activate

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All in all, having numerous lesson sequences in hand, teachers are the people who take

the responsibility of making the right choice of the ESA sequence appropriate to different

learners’ levels.

5.5 Title of the study

Effectiveness of ESA (Engage, Study, Activate) approach in improving the

communication skills of the learners in English at tertiary level.

5.5.1 Objectives of the study

To teach communication skills through ESA (engage, study, activate) approach

for first year degree students.

To find out whether there is any significant difference between the pre-test

mean scores of Control group and Experimental group students’

communication skills in English.

To find out whether there is any significant difference between the pre-test and

post-test mean scores of Control group students’ communication skills in

English.


post-test mean scores of Control group students in different components of

speaking skills in English. (coherence, grammar, vocabulary, fluency, and

pronunciation)


post-test mean scores of Control group students in different components of

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writing skills in English ( word choice ,grammar , mechanics, style and ease of

communication, organization.)

To assess whether there is any significant difference between the pre-test and

post-test mean scores of Experimental group students’ communication skills in

English.


post-test mean scores of Experimental group students in different components

of speaking skills (coherence, grammar, vocabulary, fluency, and

pronunciation) in English.

To find whether there is any significant difference between the pre-test and

post-test mean scores of Experimental group students in different components

of writing skills in English.

To find out whether there is any significant difference between the post-test

mean scores of Control group and Experimental group students’

communication skills in English


mean scores of Control group and Experimental group students in different

components of speaking skills in English.


mean scores of Control group and Experimental group students in different

components of written skills in English.

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To assess whether there is any significant difference between the post-test

mean scores of Control group students communication skills (speaking and

writing skills) in English with regard to BC and MBC community.


mean scores of Experimental group students in communication skills (speaking

and writing skills) in English with regard to BC and MBC community.


mean scores of Control group rural and urban students in communication skills

(speaking and writing skills) in English.


mean scores of Experimental group rural and urban students in communication

skills (speaking and writing skills) in English.


mean scores of Control group science and arts students in communication skills



mean scores of Experimental group science and arts students in communication

skills (speaking and writing skills) in English.

To find out whether there is any significant difference in the communication

skills in English between the post-test mean scores of Control group students

whose parents studied only SSLC and the students whose parents possess

degrees.

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To find out whether there is any significant difference in communication skills

in English between the post-test mean scores of Experimental group students

whose parents studied only SSLC and the students whose parents possess

degrees.

To find out whether there is any significant difference in the communication

skills in English between the post-test mean scores of Control group students

whose parents’ income is above 10,000 Rs and those students whose parents’

income is below 10.000Rs.

To find out whether there is any significant difference in communication skills

in English between the post-test mean scores of Experimental group student

whose parents’ income is above 10,000Rs and those students whose parents’

income is below 10,000Rs.

5.5.2 Hypothesis of the study

Keeping the above objectives of the study in mind, the following hypothesis are

formulated for testing.

There is no significant difference between the pre-test mean scores of Control

group and Experimental group students’ communication skills in English.

There is no significant difference between the pre-test and post-test mean

scores of Control group students’ communication skills in English.

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scores of Control group students in different components of speaking skills in

English.


scores of Control group students in different components of writing English

skills (word choice, grammar, mechanics, style and ease of communication,

organization.)

There is significant difference between the pre-test and post-test mean scores

of Experimental group students’ communication skills in English.

There is significant difference between the pre-test and post-test mean scores

of Experimental group students in different components of speaking skills

(coherence, grammar, vocabulary, fluency, and pronunciation) in English.

There exists significant difference in the pre-test and post-test mean scores of

Experimental group students in different components of writing skills in

English.

There exists significant difference in the post-test mean scores of Control

group and Experimental group students’ communication skills in English

There exists significant difference between the post-test mean scores of

Control group and Experimental group students in different components of

speaking skills in English.

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There exists significant difference between the post-test mean scores of Control

group and Experimental group students in different components of writing

skills in English.

There is no significant difference between the post-test mean scores of Control

group students in communication skills (speaking and writing skills) in English

with regard to BC and MBC community.

There is no significant difference between the post-test mean scores of

Experimental group students in communication skills (speaking and writing

skills) in English with regard to BC and MBC community.


group rural and urban students in communication skills (speaking and writing

skills) in English.


Experimental group rural and urban students in communication skills (speaking

and writing skills) in English.


group science and arts students in communication skills (speaking and writing

skills) in English.


Experimental group science and arts students in communication skills


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There exists no significant difference in communication skills in English

between the post-test mean scores of Control group students whose parents

studied upto SSLC and the students whose parents possess degrees.

There is no significant difference in communication skills in English between

the post-test mean scores of Experimental group students whose parents studied

upto SSLC and the students whose parents possess degrees.


the post-test mean scores of Control group students whose parents’ income is

above 10,000Rs and those students whose parents’ income is below 10.000Rs.


the post-test mean scores of Experimental group students whose parents’

income is above 10,000Rs and those students whose parents’ income is below

10,000Rs.

5.5.3 Need and importance of the study

In the perspective of communicative language teaching, ESA model has magnitude in

everyday life, as language is very much restricted, habituated and regulated in

communicative language teaching. One can master the rules of sentence formation in a

language but not be victorious at being able to use the language for meaningful

communication. For this they need a complete lesson plan. It is a construction for a

lesson. It sets out what the teacher hopes to achieve over the course of the lesson.

In fact there are plenty of methodologies in teaching English as a foreign

language. Nowadays English teachers illustrate high quality teaching and valuable

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competence in English courses instruction and substantial experience in class

management. Students should get involved and interested in a language lesson and enjoy

what they are studying to make a progress and learn faster. This significant aim cannot be

achieved without clear methodology and careful planning.

The process-Genre approach to teaching writing proposed by Badger and White

(2000) strikes a midway between the product and process approaches. It posits that the

input is provided to the students through three sources- the teacher, the text, and the

fellow learners. If the learners are motivated to write and made aware of the need for

writing the teachers’ job will be more effective and rewarding. Hence an attempt is made

in this research study to improve communicative skills of the learners in English among

tertiary level students.

The ESA answers these questions. These three elements should be present in each

successful instruction and learning. There are some reasons why it is important to make

students have some kind of practice. ESA model gives students the chance to rehearse

English as if they were doing it in the real world but it is style environment of the

classroom.

Some theories of language learning suggest that by giving students this kind of

practice, learning the second language becomes an interesting affair. Such kinds of

activities are often fun for the students. As we have mentioned before, providing a

pleasurable classroom experience for students helps the learning process interesting. It

provides suitable tasks which learners can undertake by way of indulging in speaking and

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writing activities . It has a positive motivational effect on students who tend to learn

better.

5.5.4 Scope of the study

1. The application of ESA approach will be useful to the students to learn in an

effective manner.

2. As it is a student centered learning, the classroom teaching will be more

interesting and enjoyable.

3. The effectiveness will be assessed based on criterion reference test.

5.6 Methodology and procedures

The researcher chose the students from Seethalakshmi Achi College for women, pallathur

for the investigation. Eighty students from first year degree classes were selected for the

study. They were divided equally into two groups based on their marks in the previous

year examination and thus they form the homogeneous group. The Control group has 40

students and Experimental group has 40 students. The pre-test was conducted for both the

groups and it was determined that they have equal proficiency in English. They were

taught through two different methods for a period of 45 days. The researcher selected 80

students from a population of 150 through random sampling technique.

In order to find out the effectiveness of ESA model, the researcher again taught

English lessons to Experimental group students by using ESA way of teaching and

conducted post test. Then the researcher taught the same lessons to Control group by

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using Direct method and conducted post-test. The objective of the post-test is to assess

the effectiveness of ESA method in improving the communication skills of the students.

All the tasks were performed inside the classroom. The students were involved in

learning through the new approach. During the Activate stage, they were very much

cooperative and enthusiastic. The researcher allowed the students to be free to discuss

with their peers and with the researcher. This non-authoritarian attitude of the researcher

helped the students to do away their inhibition in the classroom. Learners were initiated

into reflecting over their own writing process and to monitor their own writing. They

were able to spell out their difficulties in communication. Some of them could mention

the strategies, they adopted while communicating. The researcher could gain some

insights by analyzing the verbal reports of the learners.

5.7 Findings of the study

When an overall analysis was made, the following findings emerge.

1. There is no significant difference between the pre-test mean scores of Control

group and Experimental group students’ communication skills in English.

2. There is significant difference between the pre-test and post-test mean scores

of Control group students’ communication skills in English.


of Control group students’ in different components of speaking skills in

English.


of Control group students in different components of writing English skills

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(word choice, grammar, mechanics, style and ease of communication,

organization.)


of Experimental group students’ communication skills in English.


of Experimental group students in different components of speaking skills

(coherence, grammar, vocabulary, fluency, and pronunciation) in English.

7. There exists significant difference in the pre-test and post-test mean scores of

Experimental group students in different components of writing skills in

English.

8. There exists significant difference in the post-test mean scores of Control

group and Experimental group students’ communication skills in English

9. There exists significant difference between the post-test mean scores of

Control group and Experimental group students in different components of

speaking skills in English.

10. There exists significant difference between the post-test mean scores of Control

group and Experimental group students in different components of writing

skills in English.

11. There is no significant difference between the post-test mean scores of Control

group students in communication skills (speaking and writing skills) in English

with regard to BC and MBC community.

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12. There is no significant difference between the post-test mean scores of

Experimental group students in communication skills (speaking and writing

skills) in English with regard to BC and MBC community.


group rural and urban students in communication skills (speaking and writing

skills) in English.


Experimental group rural and urban students in communication skills (speaking

and writing skills) in English.


group science and arts students in communication skills (speaking and writing

skills) in English.


Experimental group science and arts students in communication skills


17. There is no significant difference in communication skills in English between

the post-test mean scores of Control group students whose parents studied upto

SSLC and the students whose parents possess degrees.


the post-test mean scores of Experimental group students whose parents studied

upto SSLC and the students whose parents possess degrees.

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the post-test mean scores of Control group students whose parents’ income is

above 10,000Rs and those students whose parents’ income is below 10.000Rs.


the post-test mean scores of Experimental group students whose parents’

income is above 10,000Rs and those students whose parents’ income is below

10,000Rs.

5.8 Major findings

There was no significant difference between the Control group and Experimental group

in the pre-test. Even though the researcher found small improvement in the scores of

Control group students in the post test when compared with pre-test, it was not a very

significant achievement. But there was a significant difference between the pre-test and

post-test scores of Experimental group students which emphasizes the fact that teaching

through ESA is an effective approach.

The ESA approach to teaching and learning English has been proved successful in

the study as evidenced by the percentage of improvement in the scores of the students in

the pre-test and post-test. ESA approach has taken into consideration the students’ level

of performance. Hence it proves to be helpful for the researcher in bringing about the

desired effect. This ESA approach provided scope for the manipulation of language in

different ways to enhance the effectiveness in communication

The use of ESA approach improved the communication skills of the students.

ESA model provides positive motivational effect on students. Experimental group

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students’ performance seems higher in the post-test than in the pre-test. The result reveals

that teaching through ESA model works well with the students and it makes the teaching

rich and interesting. It provides the learners to express their thoughts and ideas freely in

the written and spoken forms.

5.9 Implication of the study

To improve the communication skills of the students, the context based, text based and

contemporary based programmes were necessary. For this, training should be given to

teachers by means of developing ESA approach to teach different lessons for the tertiary

level students. Orientation programmes with regard to the development of ESA approach

may be conducted in some E.L.T language centres and teacher’s hand book can be

prepared focusing on ESA model. It can be supplied to all the colleges.

By utilizing these text books with ESA model, teachers can make an effective

improvement in the communication skills of the students. Regional Institute of English

(R.I.E) can organize training programmes for the teachers. Video programmes with

regard to the development of ESA model can be done by N.C.E.R.T and D.T.E.R.T.

Nowadays all schools are provided with T.V. Hence, it is easy for them to screen the

video programmes and view the instructional programmes. This way of teaching helps

the teachers to improve their students’ communication effectively.

This approach links the different skills such as speaking, reading, writing and

listening together, since they usually occur together in the real world. It induces or

discovers rules of grammar. In applying these principles in the classroom, new classroom

techniques were discovered. Instead of making use of activities that demanded the

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students to memorize sentences perfect recurrence, memorization of sentences and

grammatical patterns, activities which make the students interact meaningfully should be

given more importance. In these programs, teachers should be provided with

opportunities to gain some hand-on experience, along with confidence in using ESA

model at the tertiary level.

5.10 Suggestions for further research

As the students are unable to master the communication skills through traditional method,

attention should be paid to the research which primarily deals with the special features of

English learning with ESA model.

The effectiveness of ESA approach in communicative activities may be studied

through experiments with other language skills such as listening and reading.. A parallel

study can be conducted to find out the effectiveness of ESA approach in improving the

communication skills of the learners in English at tertiary level. Attempts can be made to

develop ESA approach for learning and teaching English at college levels and thereby the

effectiveness of ESA method can be assessed.

The results of the study have established that ESA way of language learning is

more effective than Direct method in making the tertiary students learn communication

skills in English and the results also point out that the teaching learning process through

ESA model is interesting as the students become active.

To show more improvement, the experiments may be conducted in a wide range

of colleges to find out the effectiveness of ESA approach in learning English. A parallel

study can be conducted at school level and also at higher secondary level. Attempts can

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be made to develop English language content at Tertiary level so as to teach through ESA

model. Through these attempts, the effectiveness of ESA model could be ascertained in

improving the communication skills of the students at Tertiary Level.

5.11 Summation

Learning with ESA model creates a great number of students with good communication

skills in English. ESA model makes real communication for the focus of language

learning. Tolerance should be shown to the learners in building up his or her

communicative competence. It provides opportunities for learners to develop both

accuracy and fluency. In this context, the combined use of three elements in ESA

approach reminds us of the need for student engagement.

In the present curriculum for undergraduate students, mostly prose, poetry and

lessons have been prescribed. English language activities in the classrooms mainly focus

on listening skills. Unless writing and speaking skills are focused, language learning

would be incomplete. The English teachers can use the textbooks and frame tasks

suitably to improve the communication skills of the students. Then only it will facilitate

academic excellence among college students.

It prompts us to ensure that there are study events built into the plan and it ensures

that in almost all lessons there are opportunities for students to use the language as they

are learning. When they try to use the language, they get a chance for the kind of mental

processing that makes all that learning and acquisition worthwhile.

The National policy on Education adopted by the Government of India in1968

stressed the importance of the study of English. The main aim of teaching English is to

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help the learners acquire practical purposes. The effective strategies adopted by the

teachers often lead to improved student performance regardless of the content being

taught. The methods and approaches of teaching change, according to the emerging needs

of the learners. Therefore teachers should make use of a selective teaching so as to arrest

the attention of the learners and to provide the best avenue for joyful learning.

The study reveals that the teaching of ESA method at the college level will

certainly be a relevant one to make the students efficient and independent learners. A

teacher’s prime task is to engage the students in the learning process. What the student

does to learn is more important than what the teacher does to teach. No doubt the ESA

model will develop the achievement level of the students in all subjects. Hence it is useful

for college students. Engage, study and Activate are the basic building blocks for

successful language teaching and learning. By using them in different and varied

sequences, teachers will be doing their best to promote the student’s success. The current

study is a step towards developing the communication skill of the students at the college

level. When the proper strategy is used in English language teaching, the goals of

language teaching may be achieved.

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CHAPTER FIVE SUMMARY, FINDINGS AND SUGGESTIONSshodhganga.inflibnet.ac.in/bitstream/10603/56585/13/13... · 2018-07-07 · CHAPTER FIVE SUMMARY, FINDINGS AND SUGGESTIONS ... In fact