Communicative Language Teaching Strategies

The EFL learners prefer grammar-based approach whereas ESL learners prefer a more communicative approach. ESL learners prefer their teachers to teach the language primarily by having students’

complete specific tasks rather than grammar-focused exercises. Furthermore, ESL learners prefer authentic language whereas EFL learners prefer textbooks.

Table 6. The table shows the mean scores and Mean difference and p values of questions previously designated as "Communicative Language Teaching Strategies". ESL: English as Second Language, EFL:

English as Foreign Language’, Δ Mean: Mean Difference/’, Significance assumed at p< 0.05.

Mean

Effective foreign language teachers should: ESL (n=157)

Q2 base at least some part of students’ grades on

completion of assigned group tasks. 1.36 1.99 -.63 p<0.001 Q4 require students to use the language outside of

class with other speakers of the language (e.g., Internet, email, clubs, community events, etc.).

1.01 1.87 -.86 p<0.001

Q11 teach the language primarily by having students complete specific tasks (e.g., finding out prices of rooms and rates at a hotel) rather than grammar-focused exercises.

1.07 3.03 -1.96 p<0.001

Q12 have students respond to commands physically in the foreign language (e.g., “stand up,” “pick up your book,” etc.).

1.18 1.94 -.77 p<0.001

Q15 not use predominantly small groups or pair

work to complete activities in class. 3.09 1.90 1.18 p<0.001 Q21 use predominantly real-life materials (e.g.,

music, pictures, foods, clothing) in teaching both the language and the culture rather than the textbook

1.18 2.99 -1.80 p<0.001

Q23 base at least some part of students’ grades on their ability to interact with classmates successfully in the foreign language.

1.87 2.94 -1.07 p<0.001

Q24 use activities where students have to find out

ESL learners think that teachers should not grade language production (i.e., speaking and writing) primarily for grammatical accuracy. ESL learners think that teachers should assess their communication skills.

Table 7. The table shows the mean scores and Mean difference and p values of questions previously designated as "Assessment". ESL: English as Second Language, EFL: English as Foreign Language', Δ Mean: Mean Difference/’, Significance assumed at p< 0.05.

Mean

Effective foreign language teachers

should: ESL

(n=157) EFL

(n=178) Δ Mean p Q2 base at least some part of students’

grades on completion of assigned group tasks.

1.36 1.99 -.63 p<0.001

Q6 allow students to respond to test questions in listening and reading via English rather than the foreign language.

3.71 2.04 1.66 p<0.001

Q10 not grade language production (i.e., speaking and writing) primarily for grammatical accuracy.

1.76 3.04 -1.28 p<0.001

Q23 base at least some part of students’

grades on their ability to interact with classmates successfully in the foreign language.

1.87 2.94 -1.07 p<0.001

* p< 0.05

4. Discussion and Conclusion

The results of the current study indicated that ESL and EFL students’ beliefs about ‘Effective Foreign Language Teaching’ differ from each other and being exposed to target language spoken environment affect the language learners’ beliefs. Their perceptions of ideal teaching practices showed different views especially on gaining communicative skills and error correction. The EFL learners preferred grammar-based approach whereas ESL learners preferred a more communicative approach and also EFL learners preferred immediate error correction.

Schulz (1996) compared students’ and teachers’ attitudes towads grammar instruction and error correction. The results of his study indicated that learners prefer focus on form instruction in the foreign language classroom, regardless of language. The results of this study is in consistence with Schulz (1996) as EFL learners prefer grammar based approach.

The results of this study indicated that learners’ perceptions and interpretations have been found to have the ultimate influence on achievement and satisfaction. This study will shed a light to the teachers in determining effective strategies in language teaching. Teachers should design their teaching content and adopt teaching strategies according to their teaching objectives and student abilities and preferences. Also, they should take in consideration the students’ needs to be effective in promoting student learning. Furthermore, teachers should provide appropriate feedback to students to

help them improve. In other words, teachers should not only trust their own beliefs about predominant methodologies in language teaching but also they should consider their student feelings and perceptions. In conclusion, to increase students’ involvement in learning process, teachers should discover students’ perceptions regarding language teaching and learning and establish a common sense. Because systematic evaluation of student beliefs will increase student learning and satisfaction.

5. References

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Kissau, S. P., Algozzine, B. and Yon, M. (2012). Similar but different: The beliefs of foreign language teachers. Foreign Language Annals, 45, 580–598. doi:10.1111/j.1944-9720.2013.12001.x

Noel, A. (2014). Teacher performance assessment (edTPA): An instructor’s development and evaluation of an early embedded signature assessment in an early childhood literacy course. Journal of Early Childhood Teacher Education, 35, 357-372. Doi:10.1080/10901027.2014.968299

Stern, H. H. (2003). Fundamental Concepts of Language Teaching (12^th ed.). Oxford: Oxford University Press.

Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students' and teachers' views on error correction and the role of grammar. Foreign Language Annals, 29, 343–364. doi:10.1111/j.1944-9720.1996.tb01247.x

Wesely, P. M. (2012), Learner Attitudes, Perceptions, and Beliefs in Language Learning. Foreign Language Annals, 45, 98–117. doi:10.1111/j.1944-9720.2012.01181.x

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Students’ Thoughts Over Arrangement of