UNIVERSITY OF GJAKOVA

FACULTY OF PHILOLOGY

Department of English Language and Literature

DIPLOMA THESIS

Speaking Activities in Teaching EFL to Young Learners

Mentor: Candidate:

Ma.Nazli Tyfekci, PhD Leuandra Shehu

Gjakovë, 2019

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Declaration

With this declaration, I, Leuandra Shehu, would like to ensure my pursuit of the Academic

Honesty Statement on this Diploma Thesis. I declare my honesty and integrity on my work, on

achieving my academic goals based on ethical norms, using nothing more than my knowledge on

this theme and only the sources that are mentioned on my Bibliography.

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Acknowledgement

As the first and only graduate, I owe the greatest appreciation to my family. They have and will

always be my greatest supporters. Their love taught me how to seek it within me, and other

people as well. This is how I found the love of my life, which has been my greatest motivation

since the day I began my journey of Bachelor studies. Nevertheless, no heart can be full without

accompany of a real friend, who points out the best in you because they have witnessed it

throughout 16 years of being inseparable.

Ultimately, my professional growth and development would not have been the same without the

guiding of my professors, especially professor Nazli, who agreed to be my mentor without

hesitation. I attribute all the fun and stressful days to my colleagues without whom the most

beautiful period of life spent in the university, would not have been the same.

I am thankful of everyone who has been beside me in this journey in one way or another, and

believed that I would make it!

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Abstract

The following research paper deals with “Speaking activities in teaching English as a Foreign

Language (EFL) to young learners”. The increased demand of all peoples to learn English as a

second or foreign language has influenced professionals to pay more attention to teaching

English as such. After numerous researches conducted on the possibility and importance of

bilingualism from an early age, countries all around the world are incorporating teaching and

learning of EFL from the first grade. By using questionnaires and observation of first, second

and third grade learners of English Language in two different schools, this research tries to find

out how young students in Gjakova learn English by using speaking activities. The findings help

us understand the major methodologies and activities that teachers use mostly, such as audio-

lingual activities, brainstorming or picture describing. These activities have proven successful in

teaching learners the concept of communication and enhancing their speaking skills that is why

teachers incorporate them in their lesson plans almost daily and try to engage all students to

participate in their realization.

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Table of Contents

Introduction ................................................................................................................................................... 8

I. Literature Review .................................................................................................................................. 9

1. Teaching English as a foreign language ............................................................................................ 9

2. Teaching English as a Foreign Language to young learners ........................................................... 11

3. The four major skills of English Language ..................................................................................... 15

Reading Skill ..................................................................................................................................... 15

Listening Skill ................................................................................................................................... 16

Writing Skill ..................................................................................................................................... 16

Speaking Skill ................................................................................................................................... 16

Fluency .............................................................................................................................................. 18

Accuracy ........................................................................................................................................... 18

4. Methods and approaches used in EFL classroom ........................................................................... 19

Grammar - Translation Method ......................................................................................................... 19

Direct Method ................................................................................................................................... 19

Oral Approach- Situational-Structural Approach ............................................................................. 20

Audio-Lingual Method ..................................................................................................................... 20

Total Physical Response ................................................................................................................... 21

Silent Way ......................................................................................................................................... 21

Suggestopedia ................................................................................................................................... 21

Task-based Language Teaching ........................................................................................................ 22

Community Language Learning ....................................................................................................... 22

Communicative Language Teaching ............................................................................................... 23

5. The importance of learning and teaching speaking as a skill .......................................................... 23

6. Speaking Activities used in EFL classroom ....................................................................................... 24

Audio-Lingual activities ................................................................................................................... 24

Jazz Chants ................................................................................................................................ 25

Drilling ....................................................................................................................................... 25

Participation activities ....................................................................................................................... 25

Task-Based activities ................................................................................................................. 26

Information Gap ......................................................................................................................... 26

Brainstorming ............................................................................................................................ 26

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Storytelling ................................................................................................................................. 26

Performance activities ....................................................................................................................... 27

Role Play .................................................................................................................................... 27

Simulations ................................................................................................................................ 27

Picture Describing ...................................................................................................................... 27

Find the difference activities ...................................................................................................... 28

II. Methodology ....................................................................................................................................... 28

Aim of the study and objectives ........................................................................................................ 28

Research Questions ........................................................................................................................... 29

Hypothesis ........................................................................................................................................ 29

Research Instruments ........................................................................................................................ 29

III. Data Analysis .................................................................................................................................. 30

Questionnaire ................................................................................................................................ 30

Observation ................................................................................................................................... 37

First Grade ....................................................................................................................................... 38

Second Grade ............................................................................................................................. 39

Third Grade ................................................................................................................................ 40

IV. Conclusion ...................................................................................................................................... 41

4.1 Recommendations ............................................................................................................................. 42

Bibliography ............................................................................................................................................... 43

Appendix ..................................................................................................................................................... 48

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Introduction

The ease and rapidity with which young children acquire their mother tongue is so astounding

that it has set the basis for research of acquiring a second or foreign language. Knowledge of a

foreign language, in this case English as a world-wide used language is seen as a contribution to

a well-balanced and culturally rich education system. The general aims of learning a foreign

language from an early age should appear attractive not only to children but to parents and

teachers as well. These goals are supported by children’s natural willingness to communicate,

playing with the phonological and lexical structures to understand the new concepts and the

pleasure of discovering all the new information. Appertaining to the aforementioned, many

studies have been conducted. The results from the longitudinal British pilot-project called

“French from eight” launched at the beginning of the school year in 1963 were a significant

evidence to prove that students learning a foreign language from the age of eight are better in

oral comprehension and expression than those learning it from the age of eleven. Another

conducted in Sweden by Holmstrand, demonstrated that students develop language naturally if

learned from the age of seven. His conclusions contributed to adopting the policy of early

teaching and learning English, hence making English a second national language in Sweden

(Brewster J., Ellis G., & Girard D. 1992, p.17). Following the path of other countries, The

Ministry of Education in Kosova has also incorporated the subject of English language in the

first, second and third grade curriculum. The lessons are mainly based on developing the

speaking skill, in an environment that resembles the natural one. Speaking is practiced through

various methods and activities that enhance student’s participation and practice of the new

language. They have a greater facility for reproducing sounds and rhythms and cognitive as well

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as psychological processes allow them to draw a parallel between acquiring the mother tongue

and a foreign language.

I. Literature Review

1. Teaching English as a foreign language

With the increased use of English language in different spheres of professional or personal life,

the demand for teaching English to non-native speakers is constantly increasing. Despite the fact

that teaching English had become a professional and academic field over half a century ago, the

importance of teaching English for general communication has become significant nowadays

(Lin G. & Chien P., 2010, p.1)

English Language Education (ELE) is an academic discipline concerned with the investigation

about the reasons of teaching and learning ESL or EFL (Surkamp C., & Viebrock B., 2018, p.1).

Foreign Language Education (FLE) as an applied science is concerned with the teaching and

learning of foreign or second languages (L2), mainly in school-based contexts. According to

different researches conducted in order to improve the teaching pedagogies, specific terms that

emphasize the functions and purposes of teaching as well as learning English Language have

evolved. The most popular ones include: Teaching English as a Second Language (TESL),

Teaching English as Other Language (TESOL) and Teaching English as a Foreign Language

(TEFL). Attention will be paid specifically to TEFL, since it focuses on the purposes or the

studies of EL as a tool of communication by foreign learners or teachers.

Based on areas where the English Language is used, Braj Kachru’s categorization is as follows:

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Figure 1. Braj Kachru's categorization of English Speaking Countries

This division clarifies the treatment of language as well as reasons for which people around the

world learn and use English. Speakers of EFL do not only acquire a new language but they are

also prepared for pursue of their education, professional development and travelling purposes.

They have a broader access to information whether online or in print, therefore they are always a

step forward in fields where communication is key (Lin G. & Chien P., 2010, p.1).

In the Expanding Circle Countries, English is a part of the educational curriculum for there are

various complex processes involved in the development of language skills. TEFL works on what,

why and how will the language be taught. Thus, the main interest falls on the diversity of ways

and methods of teaching the language system, the development of transcultural skills,

specifically the knowledge about English speaking countries, their culture, literature and art.

(Gehring W., 2018).

EFL teachers always opt to provide learners with the information necessary to be competent in

the target language. Based on Canale and Swain (1980, 1981, as stated by Bagaric V., &

Djigunovic J., 2007, p.96), communicative competence is described in three dimensions: the first

is having knowledge of grammatical and vocabulary rules also known as the linguistic or

grammatical competence, the second is socio-linguistic which is concerned with the social and

cultural rules of the language; the third is the strategic one or the ability to use strategies to

disguise the mistakes in communication.

Expanding Circle: Taiwan, Japan, Korea, Germany, France,.. etc.

100-1000 Millions of speakers

Outer Circle: Malaysia, Kenya, Singapore, India,

The Philippines,… etc. 150-300 Millions of

speakers

Inner Circle: USA, UK,

Canada Ireland, Australia…etc

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These competencies are also supported by Kosovo’s Framework Curriculum (2011) according to

which the focus is on developing communication in foreign languages. The teaching of English

Language starts from the first grade, where learners become more familiar with the language

while the focus is on developing the speaking and communicative skills. In the later stages of

education they work on improving the four main skills in order to obtain a higher proficiency

level in the language.

Teaching any foreign language, especially English, to non-native speakers is as demanding as

learning it. EFL teachers’ aim is to develop communicatively competent learners. In order to

accomplish it, they are required to design various plans and try to present learners with different

styles and methods to help them obtain the language. According to Richards et al., (2002, p.2)

the field of TEFL has witnessed a progress in improving the quality of teaching and learning by

focusing mainly on the learner’s needs, motivation and strategies used to grasp the new

language. The lessons are based mainly on games and activities which attract the learner’s

interest and increase even the children’s curiosity to learn a new language.

2. Teaching English as a Foreign Language to young learners

If we consider teaching as the other perspective of learning, then teaching children will be

easier if we understand the way how they learn better. Young children who attend primary

school develop only a few learning strategies and for them learning is a question of experience

rather than transferring information to memory. Because they learn from experience, children

find it confusing to differentiate between the learning situations from non-learning ones; to them

they are all learning situations. Thus the acquisition of a second language through experience,

will not only help the child improve their mother tongue but also affect the child’s cognitive and

social development (House S., 1997).

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Numerous studies have proved and suggest that the earlier a child starts to learn a language, the

better will their proficiency in the long term be. Dr. Paul Thompson, a neurology professor at the

University of California, Los Angeles together with his team found that the brain systems which

are specialized in learning new languages develop rapidly in children from the age of 6 until they

reach puberty (“Benefits of Learning a Second Language as a Child”, May 15).

There is also a theory by Eric Lenneberg (1967), called Critical Period which suggests that

learning a FL from an earlier age, will have an impact on the speaker’s native-like fluency, an

aspect of the language that it is difficult to be achieved by older learners (as stated in

Kandrashova I., n.d, p.12).

A more recent study performed by the Massachusetts Institute of Technology in the United

States found that the achievement of a native-like proficiency is more likely to happen if one is

presented and starts to learn the language before the age of ten (Young S., 2018). These and

other researches show that young children are capable of learning two languages while cognition,

economy and culture are the main advantages of bilingualism (Bialystok, 2001; Genesee, 2004;

Hakuta & Pease-Alvarez, 1992 as stated in Espinosa L., 2019).

According to Harmer J., (2001, p.38) children’s learning differs from adolescents or adults in

the way they recognize meaning although they do not understand the words in their own. This

happens mainly because they learn indirectly from everything around them, which also makes

them more curious and enthusiastic about learning. Young pupils like when the topic being

discussed involves them however their attention span and focus on the lesson is short.

Because of the rapid loss of attention, the methodologies of teaching children have to be

modified in order to fit their needs yet provide them with the proper knowledge.

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Broughton et al., state that the English lessons should be shorter in time (twenty to thirty minutes

for ages of 5-7) but regular and continuous so that children will experience a gradual

advancement in language. Fluency should be the first foundation established while writing and

reading are postponed until the child is familiar with these concepts in the mother tongue (2003,

p.168-169).

Concentration in the spoken language affects the learners’ fluency, pronunciation and natural use

of English. Therefore, the crucial responsibility falls on teachers who have to adapt the styles of

teaching according to the students they are teaching.

In recent times, the methodologies and curriculum have been mainly developed for teaching

English either to highly motivated adults or exam-driven teenagers. The EFL teacher-training

courses may not be suitable for teachers of children learning English and that is why additional

support and guidance is required (Vale D., & Feunteun A., 1995, p.27). Despite the fact that they

acquire a foreign language quicker than in other periods of life, children are vulnerable and

various characteristics need to be taken into account to provide them with the conditions which

will lead to successful outcomes in the new language.

In order to teach a new language effectively, educators should use action-based activities that

emphasize movement such as acting, singing, or playing games. Other helpful tools are visuals

like graphs, pictures and videos, etc., which allow the pupils to relate the words with the real-life

objects. In general, using the children’s background knowledge to relate it with the theme or

topic being discussed will help them develop their oral skills, broaden their vocabulary and

understand the meaning of the language (Kandrashova I., n.d, p.124-125).

The communicative context is of particular significance and approaches that rely on the concept

of using English to learn it are more suitable than traditional ones based on learning English to

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use it. According to the CEFR (Council of Europe, 2001) intercultural communicative

competence is the main aim of language learning in the educational policies of European

countries.

The intercultural communicative competence combines the linguistic competence or the four

skills of the language with the social as well as cultural competences. This competence can be

better obtained by English Language Learners when they encounter language in communicative

contexts and researches indicate that starting early is helpful to achieve such goals (Doye, 1999,

as cited in Mattsson F, A., & Norrby C., eds., February, 2017).

Based on the aforementioned, the benefits of presenting children with a new language are

countless and it is easier for the young learners to absorb the new sound patterns for they do this

as naturally as with their mother tongue. Their acquiring of a L2 will have an impact on the

development of important skills such as critical thinking, problem solving and mental flexibility,

which result in better academic achievements.

One of the purposes for learning another language is also cultural enrichment. If a child uses the

language as a tool to see and experience the world through different perspectives then they will

be able to gain more knowledge, create lifetime opportunities, and advance more than their

monolingual friends (Kaparova A., & Sabyrova A., n.d).

Children tend to learn by exploring and this sets the ground for their cognitive development,

which means that they tend to pick up the language by participating in activities that demand

using their creative thinking skills rather than being taught formally. If for example, they are

presented with a topic which requires them to create their favorite character and then act it in a

role play, they may not be conscious of their exposure to specific language patterns, however

they are actively listening and using it (Moon J., 2005).

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The greatest advantage of an early start to learning English or any other foreign language is that

the younger learners are encouraged to think and talk in the way that they have encountered the

language instead of “speaking written English” (Broughton et al., 2003).

3. The four major skills of English Language

Throughout the process of learning a language, the main goal is to be proficient in each of the

skills of the L2. The four skills provide opportunities for learners to create real-life context and

exchange information, which is an evidence of their comprehension of the language and

confidence in using it. The major skills of English are represented in two groups: receptive and

productive.

The receptive or passive skills include reading and listening because learners only receive and

try to comprehend the language.

The productive skills are writing and speaking because learners apply these skills to produce the

language, hence their synonym active skills. All of them have their significance in teaching and

learning a target language, so we will elaborate on each separately.

Reading Skill

When categorizing it as a receptive skill we understand that reading serves as a process, to

combine the new information from the text with the background knowledge in order to build

meaning and comprehend the language. According to Alderson J.C (2000, as stated in Mart Ç.,

2018) reading has two constituents: word recognition and comprehension. These two

components which are acquired through reading will improve learners’ competence in language.

Reading will help the learner broaden their vocabulary, understand the grammar rules through

structure as well as perform better in writing. Once the students are capable to use reading as a

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skill and different reading strategies then they can understand the meaning of a text, draw

conclusions as well as express themselves better by using new words/vocabulary.

Listening Skill

Listening is “a state of receptivity that permits understanding of what is heard and grants the

listener full partnership in the communication process” (Sadiku L., 2015). The listener is

required to be attentive and use all the possible clues to understand the message that the speaker

is trying to express. Many learners of EFL find it complicated because they try to make sense of

each word and it is often difficult to understand the speaker’s expressions or intonation. Teachers

can help students enhance their listening skills by focusing on the sounds of the language as well

as listening to the speeches of people with different cultural and linguistic backgrounds.

Writing Skill

Since writing is a productive skill, the student or any language learner is required to generate

ideas and use supportive information to create a cohesive and coherent text. By doing so, they

will measure their achievement especially in vocabulary, sentence structure of the second

language and use writing as another way of expressing their thoughts. An issue that learners of

EFL might face is spelling, for there is not always a correspondence between the sound and the

way a word is written. Yet, there are various methods that help to improve this skill but

importance should be given to a good composition of the text together with creativity.

Speaking Skill

Once the learner goes through reading, listening and writing, they are ready to use speaking as

an interactive skill to express the information that has been acquired in the language. It is an

“aural/oral skill and it consists of producing systematic verbal utterances to convey meaning”

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(Nunan, 2003, p.48 as cited in Mart Ç., 2018). According to Bygate who quotes from Levelt

(1989, as cited in Carter and Nunan, 2001, p.16) there are four major processes involved in

producing speech: conceptualization, formulation, articulation, which occur almost automatically

in the first language and also self-monitoring. Bygate (2001, as cited in Carter and Nunan, 2001,

p.16) also states that the speaking skill is affected by the context, since it is a direct interaction

and there is no time to re-check the message. Harmer J, (2001, p.269) distinguishes the following

elements as necessary in speaking:

Connected Speech: The speaker should be able to use “connected speech” and modify the sounds

instead of just producing individual phonemes.

Expressive Devices: In order to deliver a native-like speech, the speakers of a foreign language

should pay attention to their intonation, speed and other means of expressing their thoughts.

Lexis and Grammar: In performing certain language functions, speech is marked by the number

of commonly used lexical phrases.

Negotiation and Language: Speaking benefits from the negotiatory language used to clarify and

show the structure of what is being said.

Ur (1996) emphasized that speaking is considered as the most important skill, therefore those

who apprehend a language are called speakers of it, as if this term included all the other skills

and aspects of the language (as cited in Al-Sobhi B., 2018, p.120)

Considering the attention given to speaking, we will continue the discussion on the role that this

skill has in learning and teaching a new language, but first we will look at two important features

in the spoken language.

Based on the communicative aspect, speaking comprises two major categories. The first is

accuracy, which is concerned with the accurate use of grammar, vocabulary and pronunciation,

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whereas the second is fluency or the ability to speak spontaneously. In order to have a clear idea

of how these two categories affect the learning of a language, we will elaborate them further on.

Fluency

As the most desired feature to improve while learning a target language, fluency is defined as

the ability of the speaker to start and keep the conversation going, spontaneously and without

hesitation or pauses (Crystal, 1997; Bryne, 1986; Nation, 1991 as cited in Lan S, L., 2001). It is

considered as the ability to express one’s ideas or thoughts with a greater flow, which will be

intelligible to the listeners although few mistakes can occur. The activities which are focused on

fluency usually deal with the engagement of students in conversations or activities to enhance

their communication skills, and the approaches which favor fluent speaking more are

Communicative Language Teaching and Task-Based Learning.

Accuracy

Accuracy is the other essential aspect of the spoken language. It is concerned with the use of

correct utterances, with no grammatical or other mistakes which could affect any other feature of

the language (Bryne, 1988 as cited in Lan L., 2001). Speakers who aim to achieve a high level of

accuracy should be able to use the appropriate and necessary vocabulary, grammar as well as

punctuation so that they can communicate easily with others. When it comes to methodologies

used to improve the level of accuracy, traditional teachers but also the traditional educational

systems which are focused on exams-only, favor the Audio-Lingual Method. This methodology

focuses mainly on oral drills and repetition of the phrases or sentences, until the students can use

it correctly as a part of their speech.

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4. Methods and approaches used in EFL classroom

In order for the lesson plan to be effective, to reach the aims and objectives set so that the

students will learn a new language better, there are several methods, approaches as well as

activities that can be performed to accomplish this goal. This part will focus on discussing some

used in EFL classrooms.

Grammar - Translation Method

Known for the first time in the United States as the Prussian Method, it dominated the teaching

of languages from 1840s to the 1940s. Grammar – Translation Method is the way of studying the

language through analysis of grammar rules which are then applied in the translation of text from

the first to the target language and vice versa. The major focus is in reading and writing, with a

great emphasis on accuracy, where the sentence the unit of language and the vocabulary taught is

based on the reading text, dictionaries or bilingual word lists (Richards, Jack C. & Rodgers,

Theodore S., 2001, p.5-6).

Direct Method

After various attempts throughout history to make the learning of an L2 more like the learning

of a L1, L. Sauveur’s Natural method, which supported the learning of a new language by

actively using it instead of the native one became popular. The German scholar F. Franke

provided the theoretical justification that the best way of teaching a language is by actively,

directly and spontaneously using it in the classroom. The main attention would be on

pronunciation and new words would be taught through mime, demonstration or pictures.

Communication was built up through questions and answers whereas grammar was taught

inductively. This can be considered as the first language teaching methodology that signified the

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beginning of the methods era (as cited in Richards, Jack C. & Rodgers, Theodore S., 2001, p.11-

14).

Oral Approach- Situational-Structural Approach

Although these terms are not common nowadays, the Oral and Situational approach were

developed from the 1930s until the 1960s, yet they have had an impact in the designing of

textbooks and courses, many of which are used in our days. The leaders of this movement in the

1920s and 1930s were Harold Palmer and A.S. Hornby, whose main attempts were to develop a

scientific foundation for oral approach which would be different from that of the Direct Method.

The teaching of the language begins orally followed by gestures and then is presented in the

written form. Only the target language is used to explain grammar structures and the students

engage in the lesson by asking and answering questions. The new ideas are presented situation-

ally, hence the increased use of the term situational (as cited in Richards, Jack C. & Rodgers,

Theodore S., 2001, p.36-38).

Audio-Lingual Method

The Audio-Lingual method came as a result of the attention given to the teaching of foreign

languages in the U.S. by the end of the 1950s. The launching of the first Russian satellite in 1975

evoked the need for a change and more effort in the teaching methodology of foreign languages.

According to this method, learning a language is creating habits i.e. by memorization and

repetition of structures fewer mistakes will occur. The items of a new language are acquired

better if they are introduced in the spoken form first and analogy i.e. the process of

generalization and discrimination sets a better foundation for learning the language rather than

the analysis (Richards, Jack C. & Rodgers, Theodore S., 2001, p.51-53).

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Total Physical Response

Total Physical Response (TPR) is developed by James Asher, and it is a teaching method based

on coordinating speech and action, i.e. teaching language through physical activity. Asher’s idea

is that adult learners of an L2 learn the language much like children acquire their first language,

by first responding physically and then verbally to the information presented or required from

them. Asher considers the verb, the imperative specifically, as the center of language learning

therefore TPR indicates a grammar-based view (Richards, Jack C. & Rodgers, Theodore S.,

2001, p.73).

Silent Way

Caleb Gattegno designed the method of silent way teaching. The foundation for this method is

the idea that students have to have more chances to talk in class than teachers. The goals and

objectives of this method are to help the students achieve the native-like fluency and accent,

through oral guidance and practice. The teacher first presents the language using different tools

and the students collaborate in order to communicate and produce language. This is also a great

period for the students to produce language as well as correct themselves or each other if errors

occur (Richards, Jack C. & Rodgers, Theodore S., 2001, p.81-83).

Suggestopedia

Another term that refers to this method is Desuggestopedia. It is a method of learning

recommendations from Georgi Lozanov based on Suggestology or “science…. concerned with

the systematic study of the non-rational and/or non-conscious influences” on human beings

(Stevick, 1976 p.42). There are a few principle theories upon which this method operates. The

first is authority i.e. memorization occurs when the information comes from an authoritative

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source; infantilization or a teacher-student relationship that resembles that of parent to child;

double-planedness where the student learns from the environment as much as the instruction, and

the last includes rhythm, intonation, and concert pseudo-passiveness where the tone with which

the material is presented and background music creates a relaxing environment for acquiring new

information (as cited in Richards, Jack C. & Rodgers, Theodore S., 2001, p.100).

Task-based Language Teaching

Task-based language teaching (TBLT) which became popular by Prabhu refers to an approach

of using tasks as the main element of planning and instructing in teaching a language. It is also

presented as a development of Communicative Language Teaching due to several principles that

formed the latter’s movement.

The students who learn a new language through this method will not be presented with the

structure but they will learn it by using it in different situations or circumstances which focus on

grasping the meaning of vocabulary as well as grammar structures (Richards, Jack C. & Rodgers,

Theodore S., 2001, p.223-224).

Community Language Learning

This method developed by Charles A. Curran who was a psychology professor and a specialist

in counseling is based on the Counseling-Learning theory. Community Language Learning sees

the teacher as a counselor and the students who need help to develop their language as clients.

This includes another set of practices known as humanistic techniques which engage a person’s

emotions together with their linguistic and behavioral skills. The common tasks or activities that

this method includes are: translation, group work, recording, transcription, analysis, reflection

and observation, listening as well as free conversation.

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These activities are considered to have not only linguistic but also psychological benefits

(Richards, Jack C. & Rodgers, Theodore S., 2001, p.90/93-94).

Communicative Language Teaching

Used since the 1960s in the British Language Teaching, Communicative Language Teaching is

considered more of an approach than a method.

It attempts to help and make the students learn the language by using it to communicate

successfully and fluently. Johnson and Johnson (1998) have identified five characteristics of

current application of this method: appropriateness, message focus, psycholinguistic processing,

risk taking as well as free practice. In general the Communicative Language Learning’s main

goals are to establish methods to teach the four skills of the language as well as to have a greater

focus on communicative competence (as cited in Richards, Jack C. & Rodgers, Theodore S.,

2001, p.153)

5. The importance of learning and teaching speaking as a skill

When learning or teaching a new language we focus on developing the four major skills

simultaneously. However, speaking is the most remarkable for it is direct of communication.

Dealing with the teaching of speaking as a skill and its position throughout history, Bygate

(2001) argues that there are three reasons which have caused speaking as a skill to emerge in two

decades only (as cited in Carter and Nunan, 2001, p.14). Firstly, he states that grammar-

translation methods still have the main role in classes. The second idea is that the availability of

tools and devices such as tape recorders, and the opportunity to use them in the classrooms to

study and practice conversations or speeches has only been possible since the 1970.

Another important factor is that teaching methodologies and approaches focused on

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pronunciation, rather than communication. However, as Yunzhong (1985) states, teachers regard

speaking as the basis for gaining knowledge in the other skills, therefore teaching speaking is

highly valued (as cited in Hughes, 2002, p.133).

When it comes to designing a lesson plan, Goh and Burns (2012, as cited in Al-Sobhi B., 2018)

have specified four categories of speaking skills: the correct pronunciation, the function of

speech i.e. how the learners use the language to express their ideas, the management of

interaction in a conversation, and the organization of a discourse i.e. creating cohesion and

coherence while speaking. Unfortunately, students of EFL do not have a great exposure to

English speakers other than their teacher. Therefore, teachers of a L2 or FL should provide the

students with linguistic and social circumstances in which they can freely develop their speaking

skill. According to Brown (2007, as cited in Derakhshan et.al, 2006) there are various types of

speaking performances which will help the student enhance their speaking skill. Some of the

commonly used include: imitation, short replies (responsive), practice of phonological and

grammatical features (intensive), transactional dialogue, interpersonal dialogue and presentations

or speeches (extensive). Furthermore, the methods and activities should be adapted to the

learner’s age and level of English. That being so, we will continue discussing on the methods and

activities used to practice speaking with young learners of EFL.

6. Speaking Activities used in EFL classroom

Audio-Lingual activities

The audio-lingual activities are mostly based on teaching and practicing the new language by

repeating, inflecting, replacing, restating, completing, transforming or integrating words and

phrases.

25

The students repeat after the teacher and then they are explained the meaning of what they are

saying or understand it on their own. The main characteristics of the audio-lingual activities are

drilling, memorizing, repeating as well as over-learning (Essays, UK. November 2018).

Jazz Chants

Jazz Chants expresses natural language with a rhythm that links spoken AmE to rhythms of

American Jazz. The goal of Jazz Chants’ use is to reflect to learners the exact rhythm, stress and

intonation that would be used by native speakers. The many types of jazz chants are categorized

in two groups. Topic-Jazz Chants are always related to a certain theme or topic whereas the

grammar/structure Jazz Chants’ use is to practice grammar or different structures (Zhang J.,

2011).

Drilling

Drilling is an activity used to teach a new language. It is a facet of audio-lingual method, with

an emphasis on repetition so that listening and speaking will be practiced. The teacher models a

certain word or a sentence in a way which the students can repeat and learn. There are various

types of drills however the most commonly used are Jazz Chants (“Teaching English for Foreign

Language”, 2010).

Participation activities

The following activities are used to engage students, increase collaboration and ensure each

learner’s participation in the lesson.

26

Task-Based activities

These activities help the students learn the language through tasks they ought to complete. The

tasks are based on creating a real-life environment and experience so that when they are done

they will have a result or a final product (Bowen T., n.d.).

Information Gap

One way to make the students collaborate and communicate in the L2 is by using information

gap activities. These activities can be applied in any way that is fit for the lesson topic as long as

one or a group of students have specific information that the other does not. This way they will

have to share and exchange information (“American English”, n.d.).

Brainstorming

The encouragement of students to share ideas and thoughts on a certain topic can be easier with

the use of the brainstorming activity. The teacher might pose a question or a problem or simply

introduce the topic and then students are expected to share their answers without the fear of

being judged. These are all written down depending on the class organization (in groups or

whole-class participation) and then discussed (“UNSW Teaching”, 2016).

Storytelling

Storytelling is a technique used to enhance students’ creative thinking, encourage them to share

their thoughts and imagination in a unique way. They can create a story themselves based on

their life experience or use the help of pictures as well as other stories.

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Performance activities

Performance-based learning occurs when students are required to participate in activities

through which they will develop their knowledge on the subject. The benefits of these activities

include the fact that there is no correct answer so students will only concentrate on their

assessment while absorbing the most important information.

Role Play

Role playing offers a lot of language production because students will be asked to act as

someone else or will imagine themselves in a certain situation. All the students will practice the

language in a safe and fun environment which broadens beyond the walls of the class (Harmer. J

as stated in “British Council”, n.d.).

Simulations

Although they might seem similar to role play activities, simulations are imitations of real

situations within the class. They are developed this way in order for the students to really

experience things and make them skillful. They can always change the scenario or try other

strategies of solving the problem.

Picture Describing

These activities are practical in use since they do not require much material and the students

find them attractive. They can be individual, where each student describes a picture or the entire

class is involved in describing a picture presented by the teacher, using the proper grammar

structures that they already know or that they have to practice.

28

Find the difference activities

The goal of the teacher besides the student’s participation is also to keep them focused on the

lesson. Find the difference activities accomplish both aims because they can be easily altered to

all the topics presented. The students will not only practice their speaking but they will also

enrich their vocabulary and improve the use of grammar structures.

II. Methodology

Aim of the study and objectives

The aim of this study is to research and analyze the use of speaking activities, their role and

importance in teaching English as a Foreign Language to primary school learners.

In order to fulfill this aim the research will focus on the following areas:

1. The teaching methods and approaches in EFL classroom

2. The importance of the speaking skill in teaching EFL to young learners

3. The explicit use of speaking activities for young learners

In order to confirm these areas, questionnaires will be distributed to teachers who will reflect on

the attention they pay to enhancing speaking as a skill during EFL classes. This will indicate the

level of importance that the teaching and learning of speaking as a skill has and the use of

speaking activities. With the aim of fulfilling the goal of this research, observation will take

place in classes to see the realization of the activities and the students’ response to them.

29

Research Questions

In order to meet the goal, the research will be based on the following questions:

1. Which teaching methods and activities are mostly used by teachers of EFL?

2. What is the purpose of using speaking activities in teaching EFL?

3. How will the speaking activities impact the pupil’s fluency and accuracy in speaking

EFL?

Hypothesis

To provide a clear idea on the importance that speaking as a skill has, the speaking activities

used in teaching EFL to young learners and how these activities will affect their fluency, the

following hypothesis have been formulated:

The explicit use of speaking activities will help enhance primary school students’ fluency

and accuracy in speaking EFL

Research Instruments

This research is focused on the development of speaking as a skill in learning and teaching EFL

to young learners of “Mustafa Bakija” and “Këlmend Rizvanolli” primary schools in Gjakova. In

order to collect data on this aspect, two methods of research were considered as more reliable to

retrieve the appropriate information needed to reach the goal of the study. The methods chosen

for the survey were the quantitative and observation.

The first instrument used was the questionnaire. The main idea of the questionnaire was to

understand the teacher’s viewpoint on teaching speaking as a skill.

30

They had to specify the teaching methods, the speaking activities they use during the classroom

and their opinion on how these activities benefit the students learning a foreign language.

The observation was conducted after the teachers had completed the questionnaires. The data

provided by them was analyzed and all the selected methods and activities were registered in a

table. The table consisted of independent variables which in this case were the methods and

activities selected, as well as dependent variables which were the grade levels. The table was

developed based on checklists and rating-scales, focusing on which activity was being used in

each grade and how often it was used.

III. Data Analysis

In the following chapter will be presented the collected data and findings of the two methods

used in research, the questionnaire as well as observation. In the following part detailed

information will be given on the results from both methods the questionnaire and observation.

Questionnaire

The questionnaire was delivered to English teachers of two primary schools specifically those

of the first, second and third grades. From “Mustafa Bakija” primary school, there were 3

teachers each teaching classes of the same grade. The two other teachers were from “Këlmend

Rizvanolli” primary school and taught mixed classes from the first to the third grade. The

questionnaire consisted of four open and four close ended questions and was anonymous. In

order to provide a clear idea, each question will be discussed separately and presented with a

graph.

31

The first question’s aim was to understand which teaching methods the teachers use with their

young learners. They had the opportunity to choose one or more of the methods from ten options.

Chart 1. Which teaching methods do you use during EFL classroom?

Depending on the lesson plan or curriculum, the methods they used varied. The least used

methods were: structural-situational method which was not used at all; direct method, silent way,

community language learning and total-physical response which were used only by one teacher.

The audio-lingual method and suggestopedia were used by two teachers whereas the other two

grammar-translation method and task-based learning were used by four teachers. The most used

method was that of communicative language teaching, the characteristics of which have been

mentioned earlier. Based on the answers for this question, we can conclude that the most used

method of teaching EFL in these two primary schools is communicative language teaching.

32

The second question intended to find out the level of importance that the teachers believe

speaking as a skill has in teaching EFL.

Chart 2. How important do you consider speaking as a skill in teaching EFL?

All answers were positive, yet they differed in degree. One of the teachers believed that speaking

is quite important but not the main skill to be taught in the class. Two of the teachers considered

that the skill of speaking is very important in teaching whereas two others believed that speaking

is extremely important, meaning that they have a greater focus on speaking when teaching

English.

33

The third question was related specifically to the speaking activities used in the classroom. The

teachers could choose from the multiple options as well as add others.

Chart 3. Which of the following speaking activities you use in the classroom?

Simulations were not used at all, whereas information gap or jazz chants were used by only one

teacher. Storytelling activities got the attention of two teachers while only 3 teachers practiced

role-playing, task-based or find the difference activities. The mostly used activities as presented

in the chart were: audio-lingual, picture describing and brainstorming. These are the activities

which require a great level of language production from the children and in this way they

practice their speaking and communicative skill. In addition to the other activities they find

34

helpful, only one of the teachers mentioned the use of question and answer activity depending on

the lesson.

The fourth question required the amount of times the activities were used, in order to understand

the importance given by the teachers and how much the pupils are familiar with these activities.

Chart 4. How often do you use the speaking activities?

Fortunately, all the answers were positive, with 4 teachers using them in every lesson and only

one teacher replied incorporating them in their lesson plans often. This indicates that the

speaking activities are widely and constantly used in EFL classes.

35

The fifth question intended to find which sources the teachers use and are more helpful regarding

the speaking activities.

Chart 5. Which do you consider to be the most helpful resource/s of speaking activities?

According to their answers, all five teachers use the internet as the main source of finding

speaking activities and information on how to deliver them to the students, whereas the

textbooks and activity-based books are only used by one teacher. This reinforces the fact that

teachers have to do a lot more work, research and planning to give the students the opportunity to

practice and enhance their speaking skills.

36

The sixth question was a close and open ended question. The teachers had to answer the question

with yes or no and then tell the reason why it is so.

Chart 6. Do you clarify for the students the activity and its purpose?

All teachers replied that they do clarify the activity because the pupils need to know what and

how they are going to do it. Depending on the activity they might realise the purpose while

working or if not they explain it to the students after they are done. One of the teachers said that

she might also use flashcards or posters to make it more comprehensible. This means that in

order for an activity to be successful and as beneficial as possible for the students, the teachers

have to adapt what they are trying to teach or practice with the students based on their needs.

37

The seventh question required the teacher’s opinion on how the students understand the activity

better, when they are aware of what they are going to do or when the activity is integrated within

the lesson. It was a multiple choice question; however the teachers had the chance to write any

additional opinion they might have related to this issue. All teachers reflected on the idea that it

depends on the activity for sometimes they need explanation whereas other times they are ready

to work on it without much guidance. Two of the teachers also believed that the students

understand and perform better when they are aware of the activity and its purpose. This

encourages them to be concentrated and reach the goal of the activity.

The last question concluded the purpose of the questionnaire by trying to find out how the

speaking activities improve a student’s acquirement of the second language, their accuracy and

fluency in speaking. Based on their experience, the teachers agreed on the opinion that the use of

speaking activities develops the pupils’ speaking and communicative skills. One of the teachers

also added that speaking contributes to the acquirement of the language because they practice the

language and perform better in the EFL classroom.

Taking into consideration the literature and previous studies on this topic, supported by the

teachers’ opinions, we can state that speaking activities have an important role in teaching

English as a Foreign Language to young learners of the primary school. This is the period of time

when they are first introduced to the language and have a psychological as well as emotional

encouragement to learn new things and especially in a new language.

Observation

The observation took place twice in 3 classes of each grade, in both schools. The number of

students involved in the observation part was 413. Based on the answers collected from the

teachers, the most attention was paid to the following activities: audio-lingual, task-based,

38

information gap, brainstorming, story-telling, role-play, picture describing and find the

difference. The lessons were delivered in the same way in each class, in both schools because all

teachers based their lessons on the textbooks. Since the results were almost the same we will

discuss on each grade level of both schools, with the purpose of clearly presenting the use of

speaking activities during the classroom and the students response to them.

First Grade

The number of first grade students who were part of the observation process in total was 122.

The number of students observed in “Mustafa Bakija” was 24 in each of the three grades, I-4, I-

5, I-6; whereas in “Këlmend Rizvanolli” the classes varied in number: I-1 had 13 students, 1-4

had 16 students and I-5 had 21 students.

The first topic that the first-grade learners were introduced with was counting numbers. All

learners were mainly using the audio-lingual approach by repeating the numbers together with

the teacher, individually, or as a group. They also worked in pairs, by asking questions and

answering to their friends about the number they were gesturing or thinking. The other topic

introduced to the pupils was about toys. Again the audio-lingual approach was used where the

students repeated the names of the toys. After they were all familiar with the words they used the

pictures to describe their favorite toys and the reason they like it.

All the pupils were engaged in the activities and each had the chance to express their opinion.

This made the observation part quite interesting because most of the students had a great level of

accuracy as well as fluency while speaking. Some of them had a higher level of accuracy while

sometimes hesitating to speak, whereas others were more fluent and willing to communicate

without paying attention to minor mistakes that occurred.

39

Nevertheless, with a little prompt from the teacher they were willing to correct themselves and

achieve the activities’ goal which was to help the learners practice speaking in the foreign

language.

Second Grade

From both schools there were in total 144 pupils of the second grades that became a part of the

observation process. In “Mustafa Bakija” II-7 had 25 students, II-1 had 28 and II-3 had 21

students. Second grades in “Këlmend Rizvanolli”: II-1 had 27 students, II-3 had 25 and II-4 had

18. The two topics discussed were: Tidy up your toys and Seasons.

During the delivery of the first topic, the students were becoming familiar with the names of

each toy by repeating them as a group and then individually. The teacher would make sure that

they repeat the word accurately and would emphasize its pronunciation. After that, by following

the teacher’s instruction they would ask questions and answer in pairs, where they would

practice the grammar structure “ what is this?” or “is this a…?”, the new words that they learned

for toys and would also describe their favorite toy. The second topic which had to do with

seasons was even more attractive for the learners. The first activity used was brainstorming,

where the students shared all their background information on seasons and weather. After writing

down all of the new words, the class had to repeat them individually and as a group, so that they

would use it correctly. The next activity was describing the season in the picture, as well as

giving additional information from the new vocabulary about how the weather is like in that

season or that specific day. This way the second-grade learners of EFL had the chance to practice

speaking by using mainly the audio-lingual, brainstorming and picture describing activities.

Because they had been introduced to English Language from the first grade, they were more

40

familiar with the pronunciation of the words and grammatical structure. This helped them

become more fluent while expressing their thoughts; hence they were able to communicate

naturally.

Third Grade

The third grade learners of EFL were the largest group consisting of 146 pupils. In “Mustafa

Bakija”, III-1 had 25 students, III-2 had 23 and III-3 had 28. In “Këlmend Rizvanolli”, III-1 had

22 students, III-2 had 23 and III-4 had 25 students. What distinguished the process of learning

and teaching EFL to third graders was that their textbooks were not compiled according to the

new curriculum; hence they lacked the practicing of the speaking skill.

Despite that the teachers came up with different ideas to encourage speaking among the

students. The first topic discussed was about animals at the zoo. The class began brainstorming

about the wild animals that they were familiar with. After this they were presented with some

new animals and they had to repeat each of the names using pictures as a guide. The purpose of

the next activity was to let each student describe their favorite pet and tell the reason why. They

would also answer questions that their peers asked. When they were all done, they used the jazz

chant activity to learn and sing a short rhyme, individually as well as a group.

The other topic the pupils learned was about weather and seasons. The warm-up was a jazz

chant activity which required the students to repeat a rhyme about the weather. Since they were

already familiar with some of the terms, they only had to practice some of the words used to

describe certain characteristics of each season. After each pupil repeated the terms accurately

they used their drawings to describe their favorite season, the reason why it is so, the clothes they

wear during that time and the things they usually like to do in that season. Considering that they

41

did not have as much exposure to English Language as their younger peers, there were times

when they needed clarification on the structure or pronunciation of the words.

Nevertheless, with the help of the teacher who constantly repeated the words and by the use of

several activities like brainstorming, audio-lingual, jazz chants and picture describing, they were

able to correct their mistakes and improve their speaking skills by enhancing their accuracy and

fluency.

IV. Conclusion

The research’s overall aim was to clarify the importance of learning and teaching English as a

Foreign Language by using speaking activities which help enhance the young learner’s fluency

and accuracy, so that they will be able to communicate freely and naturally in the target

language. Many studies have dealt with the issue of when, how and what to teach to students

whose mother tongue is different from the foreign language, specifically English.

The findings of most of them suggest that children who are presented with a new language

around the age of six have the cognitive and psychological ability to acquire it just like they do

with the mother tongue. The teaching methods and the way they are delivered also have a great

impact on student’s perception of a foreign language. The results of this research indicate that the

most used methods and speaking activities are those which promote accuracy and fluency of the

utterances like audio-lingual activities, but also those which encourage the students to verbalize

their thoughts like brainstorming or picture describing. The main reason why such methods and

activities are a continuous part of the English Language classrooms is because they help students

understand the foreign langue by first establishing speaking, just like they do with their mother

tongue. This increases the students’ ability to communicate and further develop their language

skills. By stating the idea behind these activities, the teachers are ensured that students

42

understand the purpose of the activity, they are aware of the objectives set and try to accomplish

them. Often, students do not need to know the precise aim for they will realize the activity by

making use of the language.

These results serve as a crucial point to come to the conclusion that by adapting the teaching

methods to the learner’s needs and way of learning and by explicitly using the speaking

activities, students will display a gradual enhancement in two of the major categories in the

language, specifically speaking, that are accuracy and fluency. Learners achieve the

competencies set for the communicative aspect of a language while practicing speaking on their

own whereas the teacher serves as a guide to the development of their accurate and fluent

speaking skill.

Recommendations

According to the data collected from the questionnaires and observations, the teacher’s focus is

on using certain methods and activities such as audio-lingual activities, brainstorming or picture

describing more often than they use others which are similarly helpful for the students, as

discussed in the literary review. The recommendations for teachers in using speaking activities

with young learners would be to increase the use of role-playing, find the difference and task-

based activities, through which it has been acknowledged that students will have a chance to

explore and utilize the spoken language in different situations. Playing videos or tapes of

conversations by native or native-like speakers of English are some other ways which would help

students improve their speech and would stimulate them to learn and practice speaking the new

language.

43

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Appendix

Questionnaire on the research “Speaking activities in teaching EFL to young learners”

(Please fill in all the questions so that the survey will have a high level of accuracy, the

information will be used solely for research purposes and will not be disclosed/share

Class / School of teaching:

Your work experience in teaching (years):

1. Which teaching method\s do you use during EFL classroom?

A. Grammar-Translation method F. Community Language Learning

B. Direct Method G. Suggestopedia

C. Audio-Lingual Method H. Communicative Language teaching

D. Silent Way I. Task-Based Learning

E. Total Physical Response J. Structural-Situational Approach

2. How important do you consider speaking as a skill in teaching EFL?

1. Extremely important 2.Very important 3. Quite important

4.Somewhat important 5.Unimportant

3. Which of the following speaking activities you use in the classroom?

Please, be specific, for these will be considered during the observative part of the

research

DRILLS Participation Performance

A. Jazz Cha Nts A.Task Based A. Role Play

B. Audiolingual B. Information Gap B.Simulations

C.Brainstorming C. Picture describing D. Storytelling D. Find the difference

49

If you use other speaking activities too, please write them below:

4. How often do you use the speaking activities in the classroom?

A. Every lesson B. Often C. Sometimes D. As needed, according to the lesson

plan

5. Which do you consider as the most helpful source\s of speaking activities?

A. Textbooks B. Activity-based books C. Internet

6. Do you clarify for the students, the activity you are going to do and the purpose of

it?

YES (Please explain why)

NO (Please explain why)

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7. Do you think the students understand the task or activity better when they know

what they are going to deal with, or when the activity or task is integrated within the

lesson?

A. They understand and perform better when they are aware of the activity and its

purpose

B. They do not need specific clarification, they comprehend and perform the activity

well if it is integrated within the lesson

C. It depends on the activity, sometimes they need explanation for accomplishing the

activity, sometimes they are ready to realize it

If you have additional opinion, please feel free to write below:

8. Based on your experience, how do the speaking activities improve a student’s

acquirement and fluency of the language?

Choose all those you consider relevant!

A. They have a greater impact compared to other activities

B. They help the students develop their communicative and speaking skills

C. They enhance students’ fluency in speaking EFL

If you have additional opinion\s, please feel free to write below:

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