The Role of Using Classroom Discussion Techniques on Improving Students’ Speaking Skills from the English Teachers’ Perspectives of the Secondary Stage at the Public Schools in Nablus District
Ashqar, Malak A.
جامعة النجاح الوطنية
This study sought to find out the role of using classroom discussion techniques in improving students’ speaking skills from the perspective of English teachers of the secondary stage at the public schools in Nablus district. In order to achieve this objective, the descriptive method was used. The study also examined the role of teachers’ gender, qualification, years of experience, training sessions and specialization. For data collection, a questionnaire and interviews were used to examine the role of using classroom discussion techniques in improving students’ speaking skills from English teachers’ perspective. The questionnaire consisted of 32 items covering five domains: classroom environment, student-centered approach, interaction, fluency and pronunciation and motivation. The questionnaire was distributed to (57) male and (65) female English language teachers in Nablus district, and (15) Secondary- school English teachers were interviewed. The results of the study revealed that teachers of English agreed positively about the importance of the role of using class discussion techniques in improving students' speaking skills. Moreover, the results showed that there were no statistically significant differences at (α = 0.05) in the role of using classroom discussion techniques in improving students’ speaking skills due to teachers’ gender in the first, third, fourth and fifth domains, qualification, years of experience, training sessions and specialization. On the other hand, there were statistically significant differences at (α=0.05) in the role of using classroom discussion techniques in improving students’ speaking skills due to teachers’ gender in the second domain. Also, the differences were in favor of the males. Accordingly, the researcher recommended teachers to shift from the traditional teaching methods to the communicative approach that is based on students' involvement in the teaching- learning process, and to change their roles from instructors who dominate the class into facilitators whose role is to help, guide and support the students to learn the language. The researcher also recommended the Ministry of Education to improve the English curriculum, and establish a research center to conduct research studies for the Ministry of Education. Other researchers are also recommended to compare between private and public schools according to the using of classroom discussion techniques and other techniques for improving the students’ speaking skills.