English communication in the classroom
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Authors
Silva, Esteban López
Issue Date
2016
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Chile
Abstract
Context: In a municipal school in Santiago, Chile, a study was conducted with 24 Grade 7 learners (13-year-olds) focusing on improving English communication skills. These students, having studied English since Grade 5, demonstrated a very low proficiency level.
Aims: To raise students' English proficiency closer to the expected standard set by the Ministry of Education (Mineduc), focusing on listening comprehension, writing, and speaking skills.
Methods: The research employed input-based instruction (IBI), incorporating enhanced and structured input techniques. Activities included enhanced input examples and structured input demonstrations to facilitate both oral and written language development.
Findings: Initial tests showed students' proficiency far below Mineduc standards. However, after implementing IBI strategies, a noticeable improvement was observed in students' ability to express themselves, both in written and oral English. The average score improved from 35 out of 70 to 56 out of 70 in a subsequent test.
Implications: The study underscores the effectiveness of input-based instructional strategies in enhancing English language proficiency among low-level learners.Via ample input and focus on form, even learners with minimal language exposure can improve their speaking and writing skills.
Aims: To raise students' English proficiency closer to the expected standard set by the Ministry of Education (Mineduc), focusing on listening comprehension, writing, and speaking skills.
Methods: The research employed input-based instruction (IBI), incorporating enhanced and structured input techniques. Activities included enhanced input examples and structured input demonstrations to facilitate both oral and written language development.
Findings: Initial tests showed students' proficiency far below Mineduc standards. However, after implementing IBI strategies, a noticeable improvement was observed in students' ability to express themselves, both in written and oral English. The average score improved from 35 out of 70 to 56 out of 70 in a subsequent test.
Implications: The study underscores the effectiveness of input-based instructional strategies in enhancing English language proficiency among low-level learners.Via ample input and focus on form, even learners with minimal language exposure can improve their speaking and writing skills.
Description
Keywords (free text)
english as a foreign language , input-based instruction