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Page 31
E-ISSN: 2707-188X
Effective of English instructional program on developing a
university student's fluency
Dr. Mahdi Adam Othman Omer1
E-mail: [email protected]
Received: 23 Sept. 2020, Revised: 24 Sept. 2020, Accepted: 3 Oct. 2020
Published online: 6 Oct. 2020.
Abstract
The aim of this study is to investigate the causes and solutions of the
declining in Sudanese university students English fluency during the last
three decades (1990-2020). To investigate the research problem, the
study strives to find answers for the following questions:1. To what
extent can the Arabicization affect students' fluency? 2. Will the
cancellation of English literature from the secondary stage affect
students' fluency? 3. To what degree can other factors like lack of
English listening labs, the change in education ladder and curriculum
affect students' speaking fluency? The researcher conducted qualitative
and quantitative study to investigate participants' views and levels. The
participants in this study were (300) Sudanese university students and
30 university doctors from well-known Sudanese universities. The
1 Assistant Professor, English Language Department, Jouf University, Saudi Arabia.
Middle East Journal for Scientific Publishing
Vol. 3, Issue No.3, 31-49 (2020)
Effective of English instructional program on developing a university student's fluency
Page 32
researcher used two questionnaires to investigate the respondents' views
toward factors that may affect students' speaking fluency. Besides, pre
and posttest of English speaking were developed and applied to measure
students' levels and to investigate the development in their levels after
finishing the program. The course duration was 12 weeks. The study
took place in Sudan, in June 2019. The results of the questionnaires
show that, all questions raised above have negative affect on students'
speaking fluency. As for pre and posttests of speaking, the result was
significantly different in favor of the post test. The study recommends,
the need of effective speaking program for developing students' fluency
regarding the factors mentioned above.
Keywords: fluency, Arabicization and Sudan.
1.0 Introduction
It is clear that Sudan is an x-British colony and the English language is
used as second language in official treatments in all governmental departments
and in curriculum development. Referring back to the literature of English
language teaching in Sudan, we notice that from 1920.s up to the mid of 1980.s
English was taking its place as the basic language of communication in most
governmental sectors. During that period of time, all curricula developed and
subjects at university taught in English except religious studies in Arabic.
English laps were used and literature was taught from intermediate level. The
students' fluency in English was very high and their communication level was so
advanced. The development that happen in their language skills was no longer
continue because of the decline happened since 1990 up to date. The basic
reasons of English speaking fluency declining at Sudanese universities are the
Arabicization, lack of practice, scarce of English laps, the change in the
educational ladder, in addition to some other factors. Understanding the nature
Effective of English instructional program on developing a university student's fluency
Page 33
of these problems will help the researcher to find clear cut answers and solutions
for many questions. From the other hand, most Sudanese students at universities
develop their English speaking fluency through intensive listening and speaking
at English laps, school practice, and some other individual practice with friends.
The traditional methods and approaches have been used in developing students'
fluency in most universities in the past and have been influenced by three
models-the so-called bottom-up, top-down, and interactive models. These
models are still important, and essential, but not the best and still many factors
make it difficult to develop one model for these diverse group of learners.
Developing of new program is so important for filling this gap and
understanding of factors that may affect our fluency. Thus, this study strives to
develop an English instructional program to develop student's fluency in English
through effective speaking program. The most important findings of this study
revealed that the program was effective on developing learners' fluency and
communication competences. Also, there are many factors that can affect
students' fluency in English. In short, speaking fluency in English need more
practice and understanding of different communication forms. It also depends on
achieving a certain levels of language skills. Many research findings show that
developing speaking fluency is important part of learning a second language
because it helps learners to communicate effectively and understand how
languages work.
Speaking seems to be the most important skills of all the four skills
(listening, speaking, reading and writing) because people who know a language
are usually referred to as speakers of that language (Ur, 1996). The major goal
of all English language teaching should be to give learners the ability to use
English effectively, accurately in communication (Davies & Pearse, 1998).
However, not all language learners after many years studying English can
Effective of English instructional program on developing a university student's fluency
Page 34
communicate fluently and accurately because they lack necessary speaking
knowledge.
(Brown & Yule, 1983). In reality, many language learners find it difficult
to express themselves in spoken language in the target language. Each student
has their own problems.
Nation & Newton (2009) believe that performance conditions can affect
speaking performance. The four types of performance conditions that Nation &
Newton (2009) suggest include time pressure, planning, the standard of
performance and the amount of support. Affective factors one of the most
important influences on language learning success or failure is probably the
affective side of the learner (Oxford, 1990).
2.0 Methods and Procedure
In this study, the research methodology is described in terms of procedure
and data collection tools. It aims to achieve the purposes and the aims of the
study. It is obvious that there are no ideal methods in teaching. However, the
learners' needs and their levels can decide the methods and the program needs.
The researcher used different methods, techniques and followed different steps
as detailed below:-
1- Held an interview to get the necessary information and gave respondents a
chance to, better understanding, expressing opinions openly, share experiences,
describe the problems etc…
2- Designed a questionnaire to investigate respondents' views towards the
program and the factors that can affect students' speaking fluency.
3- Used pre and posttest in English language speaking so as to define learners'
levels, and to investigate the effective ness of the program on developing
students' fluency after taking the posttest of speaking.
Effective of English instructional program on developing a university student's fluency
Page 35
4- Conducted around 60 speaking lessons and more than 75 different activities
during the program periods of 12 weeks= (72) hours.
5- Used different drilling practices (intensive speaking practice, videos, audios,
filling the gab quizzes, matching, comprehension questions, yes-no or true-false
questions, practicing conversation and oral discussions about the topics in
speaking and tests reviewing.
6- Weekly speaking exams and intensive speaking group discussion.
2.1 Participants of the study (university students and doctors)
The participants of the study were (300) students from different Sudanese
universities and (30) staff members. The students' levels in English speaking
fluency were varying and all of them are from Sudan.
2.2 Variables of the study
In this study, the variables are defined as independent and in dependent
variables. Independent variables are represented in the English language
speaking program for developing students' speaking fluency, whereas dependent
variables are represented in the great development that occurred on the students'
English language speaking fluency.
2.3 Teaching Materials and instruments of the study
The researcher has used the following materials and instrument:-
1- Used the questionnaire as data gathering tools to investigate respondents'
views towards the suggested speaking program.
2- Conducted pre-posttest of speaking to investigate levels and needs
3- Developed an integrated effective English speaking program.
4- Used videos, audios, visual aids, pictures, other materials etc...
Effective of English instructional program on developing a university student's fluency
Page 36
2.3.1 Description of the questionnaire design and collection of data
The questionnaire aimed to investigate the respondents' views toward the
English language speaking program and some other factors.
The questionnaire was constructed based on the following points:-
1- based on the research questions and the need of the study.
2- consulting (30) experienced staff members and (300) students.
3- regarding students' level and focusing on speaking fluency development and
factors that can affect speaking and fluency.
4- using of simple instruction and clear questions for easiness.
2.3.2 The validity of the doctors and students' questionnaires
As for validating of the questionnaire questions, they were submitted to
the academics' experts in order to investigate their clarity and suitability to
learners' level and needs. Based on their recommendations and advices, the
researcher designed the questionnaire questions.
2.3.3 The Pre and posttests of English language speaking fluency
The pre and posttest aim to define participants'' speaking fluency, their
English speaking levels and to find out the expected change in their speaking
fluency after finishing the English speaking program.
The pre and posttests were constructed base on the following:-
1- Reviewing of different Sudanese research findings of speaking.
2- Reviewing the literature of teaching speaking at Sudanese universities and
defining the area that needed evaluation. The pretest of speaking consisted of
direct interview, describing pictures and free talk about specific topics. For test
validation, the researcher submitted them to the jury of academic specialist and
native speakers who teach English as second language at Jouf university. The
Effective of English instructional program on developing a university student's fluency
Page 37
jury members and the teachers were requested to judge the clarity of the
questions and their suitability to students' levels and the area that the test aimed
to measure.
Based on their recommendation and advices, the tests were designed. As
for test-retest reliability, the researcher computed the reliability before
administrating the test to participants. The test was given as first test (T1) to 300
students in june,2019. And then 12 weeks later, the same test is given as second
test (T2) to the same group of learners under the same conditions, after finishing
the English language course. Then, the correlation coefficient between the first
and the second test was calculated using the correlation coefficient analysis. The
scores on two occasions were perfectly correlated. Referring back to tables (2)
and (3). The reliability coefficient Was between 0,9-0,8 as shown in table (7)
which was statistically highly significant, therefor the pre and posttests were
considered to be reliable.
2.4. The English language instructional program guideline
As for achieving the objectives of the study, the researcher followed the
following important instructional program guidelines:-
1- used effective multi-teaching methods for teaching speaking.
2- used appropriate materials and teaching aids for teaching speaking.
3- defined clear learning objectives based on the program need.
4- taught different lessons in speaking based on students' needs and study
objectives. Based on the teacher's knowledge, the support of experts and
students, the researcher developed this program.
Moreover, these different views have great influence on developing this
program. The researcher has followed a certain plan to guide him to conduct this
program.
Effective of English instructional program on developing a university student's fluency
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The plan includes the objectives, procedure, teaching activities and some
English lessons. As for students, they were asked to follows certain instructions.
The researcher prepared a context of speaking and listening consists of 60
English lessons and about 80 different speaking activates to train learners. In
addition to that, the researcher used clear instructions and strategies for
planning, revising, and self-regulation during the course teaching development
process.
2.4.1 Characteristic of the speaking Instructional Program
Effective program should be tied to student needs and achieves the
desired goals and objectives. According to Newman (2001, p. 299). Strong
instructional program flows from the use of a “common instructional framework
guides curriculum, teaching, assessment, and learning climate. The framework
combines specific expectations for student learning with specific strategies and
materials to guide teaching and assessment. The distinguishing characteristics of
this study are:-
1- Under developing university students' English speaking fluency.
2- The use of multi teaching approaches, methods and techniques.
3- A pre-posttest were used to identify learners' needs and levels.
4- Using of questionnaires as data gathering tools method.
2.5 Factors affecting students' speaking performance and fluency
Speaking fluency is one of the most common problem for nonnative
speakers in the context of second language speaking. And there are many factors
that can affect students' English speaking fluency:-
1- motivation, confidence, anxiety, listening ability and feedback during
speaking activities. Nation & Newton (2009) believe that performance
Effective of English instructional program on developing a university student's fluency
Page 39
conditions can affect speaking performance. (all these factors were investigated
during study).
2- cognitive factors, linguistic factors, and effective factors (Wang, 2014). the
cognitive factors that affect speaking process include conceptualization,
formulation, and articulation(Levelt,2007). Conceptualization concern with
kinds of information selected to express meaning.
Formulation refers to the ability of speaker chosen the using of proper
words in appropriate grammatical formulation deals with speaker’s ability to
select proper words of grammatical structures. Articulation was speech
articulatory organs that the speaker articulates.
2.6 Identifying learner’s need
The basic task for teacher is to discover, validate, and classify
the learning needs. (Noessel, 2003). Each learner is unique, and brings to
the learning situation his or her own different learning style, knowledge set, pool
of past experiences, and motivation. In learner-centered instruction, it is
important for instructors to consider the level of knowledge and skill
development attained by the learners prior to instruction (Dick, & Carey, 2004).
The needs of learners should be considered within the contexts of:-
1- their current physical, social, intellectual, and emotional development
2- the classroom and school environment
3- the special nature of their communities
4- a wider knowledge, needs, and physical activity patterns of learners. The best
way to get the information is by investigating learner's views. for determining
the readiness of participants for learning, the teacher should decide how to
collect and use data on learner needs. There is no single best way to gather
information about learner's needs, but instructors can anticipate learner needs
Effective of English instructional program on developing a university student's fluency
Page 40
based on their prior knowledge about their skills, content they will need to
achieve and the instructions that they can use. Based on what mentioned above,
the researcher used the questionnaire to investigate learner’s needs about the
program.
3.0 Data Analysis and Discussion
It is obvious that, understand problems and exploring the way of
analyzing facts, figures, and interpretation into meaningful ways is so important
for the study. As for evaluating the program of this study, it should be analyzed
and interpreted. The general population of this study were 300 Sudanese
university students and 30 doctors from different Sudanese universities. Based
on the diagnosed test, the students' fluency level was varying. In this study, the
data have been analyzed and interpreted through tables and figures. The
researcher used graphical representation, data explanation and statistical
methods. this part represents assessment of questionnaire findings with regards
to the biographical data, statistical analysis of the questionnaire's questions and
comparing the results of the pre and posttest of English speaking skills to
investigate students' speaking fluency levels.
3.1 Results of students and doctors' questionnaire questions
3.1.1 The biographical data of students' questionnaires
The biographical data of the students' questionnaire include age, their
English speaking levels and the universities that they were study in.
Table 1: Frequency and percentage of respondents by their (age- English levels and the
universities that they were study in).
Subject Level/range
Percentage (%) and
the total
learners by age (17-19)
72(24%)
(20-22)
122(41%)
Above 22
106(35%)
300
100%
Effective of English instructional program on developing a university student's fluency
Page 41
Frequency
speaking levels
Frequency
good
44(15%)
medium
105(35%)
weak
151(50%)
300
100%
learners by universities
Frequency
Khartoum
77(26%)
Gazera
131(44%)
others
92(31%)
300
100%
Figure 1 ,2 &3: Frequency and percentage of students by age, levels &universities (refer
to table 1 above)
Interpretation of Data
From the table 1 and figures 1, 2 and 3 above, we notice that most
learners' ages range between (20-22) 41%, and 24% of learners' ages range
between 17-19. As for their speaking level. The majority (50%) were weak and
the least (15%) were good.in term of universities, 44% of students were from
students by level
good medium weak
students by ages
(17-19) (20-22) above 22
students by universities
khartoum Gazera others
Effective of English instructional program on developing a university student's fluency
Page 42
university of Gzaea ,26% from university of Khartoum and the lease 31% were
from other universities.
Table 2: Frequency and percentage of doctors by age, years of teaching experiences and
qualification
Subject Level/range Percentage (%) and
the total
learners by age
Frequency
(25-35)
7(23%)
(36-46)
11(37%)
Above 46y.o
12(40%)
30
100%
Years of experiences
Frequency
5-10
3(10%)
11-16
10(33%)
Over 16 y
17(57%)
30
100%
learners by universities
Frequency
Khartoum
(24%) 7
Gazera
13(43 %)
others
10(33%)
30
100%
Figure 4, 5 and 6: Frequency and percentage of doctors by age, experience &universities
(refer to table 2 two above)
doctors by age
25-35 36-46 above46y
doctors by experience
5-10 y 11-16y over 16
doctors by universities
Khartoum Gazera others
Effective of English instructional program on developing a university student's fluency
Page 43
Interpretation of Data
The table 2 and figures 4, 5 and 6 above, show Frequency and percentage
of doctors by age, experience &universities. we notice that most doctors' ages
were above 46year old (40%), 23% of them their ages range between 25-23, and
37% were between 36-46. As for their years of experiences, it is noticeable that
the majority (57%) had an experience of more than 16 years, the lease (10%)
had an experience between 25-35 and around 33% range between 36-46. In term
of universities, 43% of doctors were from university of Gzaea ,33% from other
universities and 24% of them were from university of Khartoum.
Table 3: Identifying students' views toward the factors that have negative and positive
impact on their speaking fluency
Assessing question
Criterion of the problem
Rate Agree Disagree Neutral Total
1. lack of English laps affect fluency negatively
Frequency
Percentage
263
88%
14
4%
23
8%
300
100%
2. English is taught theoretically at universities
without enough practice
Frequency
Percentage
255
85%
14
4%
31
11%
300
100%
3. The program will develop learners' speaking
fluency
Frequency
Percentage
244
81%
26
9%
30
10%
300
100%
4.The methods used in the program are clear Frequency
Percentage
254
85%
25
8%
21
7%
300
100%
5. deletion of literature and Arabicization affect
student speaking fluency.
Frequency
Percentage
249
83%
42
14%
9
3%
300
100%
N= 300 1=agree 2= disagree 3= neutral
Effective of English instructional program on developing a university student's fluency
Page 44
Figures 7, 8, 9, 10 & 11, identifying students' views toward the factors that have negative
or positive impact on speaking fluency
Interpretation of Data
Table 3 and Figures 7, 8, 9, 10 & 11 above, identify students' views
toward the factors that have negative and positive impact on their speaking
fluency. In question 1, We notice that the majority (88%) of students agree that
question 1
agree disagree neutral
question 2
agree disagree neutral
question 4
agree disagree neutral
question 3
agree disagree neutral
question 5
agree medium neutral
Effective of English instructional program on developing a university student's fluency
Page 45
lack of English laps affect fluency negatively, 4% disagree, and around (8%)
neutral. As for question two (2), (English is taught theoretically at universities
without enough practice) we notice that 85% agree ,4% disagree and 11 neutrals.
Concerning question 3, (The program will develop learners' speaking fluency),
we notice that the majority of students (81%) agree ,9 dis agree and 10 neutrals.
Referring to question 4, (4. The methods used in the program are clear) it is
observable that 85% 0f respondents agree, 8% disagree and the least 7%
neutral.as for the final question (5), the highest percent of students 83% agree
that deletion of literature and Arabicization affect student speaking fluency,14%
dis agree and only 3% neutral.
Table 4: Identifying doctors' views toward the factors that have negative and
positive impact on students' speaking fluency.
Assessing question
Criterion of the problem
Rate Agree Disagree Neutral Total
1. Are the methods and materials used in
teaching English at universities satisfying?
Frequency
Percentage
23
76%
2
7%
5
17%
30
100%
2. Will the resent program going to be effective
on developing students' speaking fluency?
Frequency
Percentage
24
80%
3
10%
3
10%
30
100%
3. Can the program develop learners' speaking
fluency?
Frequency
Percentage
26
87%
1
3%
3
10%
30
100%
Effective of English instructional program on developing a university student's fluency
Page 46
Figure: 12 ,13 &14 refer to doctors' questionnaire question 1,2 &3 above.
Interpretation of Data
Table 4 and Figures 12, 13, and 14 above identify doctors' views toward
the factors that have negative and positive impact on students' speaking fluency.
Referring to question 1, (Are the methods and materials used in teaching English
at universities satisfying?) We notice that the majority of doctors (76%)agree
,17% neutral and only 7% dis agree. As for question 2, we notice that the
majority of doctors (80%) agree that program will be effective on developing
students' English speaking fluency, 10% neutral and 10% dis agree too.
Concerning question 3, (Can the program develop learners' speaking fluency?)
we notice that 87% agree,10% neutral and only 3%disagree.
Table:5 Comparing the results of pre and posttest of speaking
total weak medium good grade
300(100%) 151(50%) 105(35%) 44(15%) Pretest of
speaking
question 1
agree disagree neutral
question 2
agree disagree neutral
question 3
agree disagree neutral
Effective of English instructional program on developing a university student's fluency
Page 47
300(100%) 6(2%) 98(33%) 196(65%) Posttest of
speaking
Figure:15 and 16 comparing the results of pre and posttests of speaking
Interpretation of Data
Referring to the two chart and the table above, we notice that there is a
great progress on students' levels after taking the English speaking course. Only
44(15%) students got good out of 300 in the pre-test of speaking, but this
percent jumped to 196(65%) after taking the English speaking program. As for
those who got law score on the pre- test of speaking their number consider to be
very high151(50%) out of 300 students, but this percent declined to only 6(2%)
after they have studied the English speaking course which consider to be more
effective.
4.0 Conclusion
The conclusion that can be drawn from the findings of pre and posttests of
speaking, we notice that there is strong relation between the instructional
program and the development on students' levels in speaking skill. In
comparison with the results of the pre and posttests of speaking, it is obvious
that most students' levels before taking the program were weak, and the score
that they got was low. Therefore, we can strongly believe that, the program can
develop students' English speaking skills. This result congruence with many
students' marks of pretest
good medium weak
students' score of posttest
good medium weak
Effective of English instructional program on developing a university student's fluency
Page 48
research result conducted by many researchers. For example, Brown (1983) also
states that “speaking is an interactive process of constructing meaning that
involves producing, receiving and processing information.” Its form and
meaning are dependent on the context in which it occurs, including the
participants themselves, their collective experiences, the physical environment,
and the purposes for speaking. Nunan Asian Journal of Educational Research
Vol. 3, No. 2, 2015 www.multidisciplinaryjournals.com 9 (1999), the speaker
needs communicative competence which includes not only linguistic
competence but also a range of other sociolinguistic and conversational skills
which help him/ her know how to say what to whom and when. To conclude,
developing speaking skill fluency need more conversational practice, intensive
listening, high vocabulary knowledge and it also affects by other factors like
methods, style, technique etc... Further, if learners and teachers match their
teaching methods to the student’ learning style, students will be more successful
and more interested in language. As a result of this study, it recommends that
similar further researches are needed and should be conducted to different group
of students at other universities, regarding other factors.
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