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Integrated course of teaching foreign languages
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| bet | 8/8 | | Sana | 10.02.2024 | | Hajmi | 5,44 Mb. | | #154477 |
Bog'liq TIS FINAL WORK 23Reflection
Reflection on Action Research: Using Communicative Games to Improve Students' Speaking Skills
Speaking is a fundamental language ability that foreign learners of English must acquire because it is important and used in communication. However, students' behavior in the classroom does not appear to be working as intended in several Asian countries where English is taught as a foreign language. The students are frequently afraid of committing errors and facing mockery in front of their peers. In addition, they might give a brief response expressions because they might not feel comfortable speaking them out or because they are too hesitant to do so.
I collected data for my final project at its initial phase. My primary goals were to properly comprehend the subject and conduct some study on it. I used a wide variety of resources, including web articles and academic resources. Through intense dedication to learning about that subject, I was able to get a lot of helpful guidance and pointers on how to get better at speaking. Most significantly, I discovered the reasons why students find it difficult to speak or present in English throughout their speeches.
One of the most significant stages in this endeavor was the second one. As implied by the word "acting," research ought to have been applied to actual practice. At my educational institution, I completed observation forms about teachers and students and watched a few of the teachers in action. Teachers were experts in their fields, no question about it, but I tried my best to summarize some of the most important things I learned from watching their teachings. Ultimately, the importance of practice in social settings cannot be overstated, and students ought to be motivated to engage in it more. I conducted interviews with several students who had prior teaching experience, posing various questions. They also provided some helpful information about speaking. One of the hardest aspects of the research process was data analysis. This is because it should be possible to observe the outcome or process change. This demonstrated the findings, and the performing stage provided numerous insightful observations on the action research. I found an interesting discovery while making my observations. I made an effort to put the strategies I had learnt while obtaining knowledge about my subject in class.
Additionally, it paid off for me personally by yielding some positive outcomes. One excellent illustration is the importance of role plays in helping students understand new material during lectures. We are aware that students are required to provide brief remarks during seminars that include facts about the extensively discussed subject. This procedure could get a little monotonous at times, but as an observer, I tried to liven up a few sections by incorporating my own methods for understanding the material. Many of the kids enjoyed the way new elements were revealed when I asked them to create a role-play. Pre-last stage was the almost most crucial one of action research. During that procedure, researcher’s main goal was showing the results of long action research by conducting two micro teaching for English learners. And I want to describe one of them which was dedicated to speaking. I conducted a lesson for a group of about 10-15 students whose levels were mainly intermediate. Whole class was dedicated to speaking English and main goal was implementing the strategies stated in the literature review and case study. Without any doubt, I can say that students gained some valuable insights which can come in handy during their lifelong language learning journey. There were many useful tips given in the acting stage which are helpful for not only English but also other languages.
Throughout my action research on using communicative games to enhance students' speaking skills, I have gained valuable insights into the effectiveness of this instructional approach. The purpose of this reflection is to discuss the key findings, challenges encountered, and implications for future practice.
One of the most significant findings from my action research is the positive impact of communicative games on students' speaking skills. By providing opportunities for meaningful communication in a fun and interactive setting, these games have created an engaging learning environment. Students have become more confident in expressing themselves orally, which has led to improved fluency and accuracy in their spoken language.
Furthermore, the action research revealed that communicative games have effectively promoted collaboration and teamwork among students. Through activities such as role-plays and group discussions, students have had the chance to interact with their peers, exchange ideas, and negotiate meaning. This collaborative aspect not only enhances speaking skills but also fosters social and interpersonal skills, creating a supportive and inclusive classroom atmosphere.
However, it is important to highlight the challenges encountered during the action research process. One of the main difficulties was selecting appropriate communicative games that catered to students' different proficiency levels and interests. Adapting the games to meet the diverse needs of the learners required careful planning and differentiation strategies. Additionally, managing time effectively while implementing the games was another challenge, as some activities tended to exceed the expected duration, affecting the overall lesson plan.
Based on the findings, there are several implications for future practice. Firstly, incorporating communicative games into the curriculum should be a regular and intentional practice to continually improve students' speaking skills. Secondly, it is crucial to select games that align with the language proficiency level of the students and their specific learning objectives. Moreover, providing clear instructions and modeling the games before students engage in them can enhance their understanding and participation.
Furthermore, ongoing assessment and feedback are essential components of using communicative games effectively. Regular formative assessments can help monitor students' progress and identify areas for improvement. Additionally, providing constructive feedback on students' performance during the games can guide them towards further development.
In conclusion, my action research on using communicative games to improve students' speaking skills has been a valuable learning experience. The findings have demonstrated the positive impact of these games on students' speaking fluency, accuracy, and confidence. Despite the challenges faced, the benefits outweigh the difficulties, emphasizing the importance of integrating communicative games into language teaching practices. Moving forward, I plan to further explore and refine the use of communicative games, ensuring they are tailored to meet the diverse needs of my students and contribute to their overall language development.
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