The Impact of a Content-The Impact of a Content-Based Approach to Teaching Based Approach to Teaching on the Development of on the Development of Academic Speaking Skills: An Academic Speaking Skills: An ExperimentExperiment

Aim of the StudyAim of the Study

• The study aims at finding out the impact of a content-based approach to teaching on the development of academic speaking skills of engineering students.

Research ProblemResearch ProblemEnglish language education (ELE)

in non-humanities academic areas at a post-school level – a concern

Academic language needs do not get adequate attention.

Very little research on the lack of transfer of language skills from the language to the subject classroom

In most engineering colleges, EL curriculum is not different from a General English (GE) curriculum.

Engineering students and engineers lack basic EL skills required to function effectively in their respective fields (24 September, 2012, Aspiring Minds; 27 Aug., 2012, The Times of India; 2011, NASSCOM; etc.).

Academic speaking skills – one of the most neglected (Indira, 2003; Neelaveni, 2005; Venkatraman, 2007; Pradhan, 2010; etc.)

Teachers’ approaches to teaching speaking skills can be questioned.

Lack of training is a reason.Teachers’ apprehension about

using learners’ academic context (content areas) to teach language skills

A content-based approach that takes into account learners’ core academic area, i. e., science and technology can be a productive option.

Why Content-Based Teaching (CBT)? One of the earliest exponents was

Bernard Mohan (1986)Knowledge framework - the

functions of language in a particular discourse and genre – students may know more than the language teacher in an ESP context

Based on Communicative Language Teaching, Constructivism and Systemic Functional Linguistics, etc.

Theories of Krashen and VygotskyLearner-centrednessAims at enabling learners to

become proficient users of academic language in target situation discourse

‘i+1’ cognitively challenging = content + language

‘internalization’ (Vygotsky)Content-based approach-----already

proved effective in other contexts

Research questionsResearch questionsHow effective is a content-based

approach to teaching academic presentation skills to B. Tech. students?

How do students respond to such an approach?

Research DesignResearch DesignQuasi-experimentalVariables: age, gender, socio-

cultural background, proficiency in English

Pre-testControlled Group Experimental Group (Comparision)

INTERVENTION

Post Test

Controlled Group Experimental Group (Comparison: Inter- and intra-group comparison)

ParticipantsParticipantsB. Tech. first year students (JNTU,

Hyderabad) Divided into two random groups,

30 students in eachAge group: 18 – 22 yearsMiddle and lower middle class

social background

Groups Mean of marks in +2 English test

Standard deviation

Critical ratio (CR)

Z score percentile

Controlled (A)

66.73 6.516305 1.6503 90.2 at the 0.05 levelExperimen

tal(B)

66.53 6.264894

Tools for Data CollectionTools for Data CollectionPre- and post-testsInterview schedule

Presentation Skills and Presentation Skills and Academic SpeakingAcademic SpeakingMaking presentations,

participating in debates, asking and responding to questions, etc

One requires good speaking skills to make effective academic presentations in the classroom.

Speaking: content, organization, fluency, vocabulary, grammar, etc.

Pre-testPre-testThe students had been familiar with

the teacher before the pre-test. Though they did not know that they

were being tested, they were promised some prizes in the form of songs, movies and free study materials for developing spoken English.

1 hour for preparation and 5 minutes for making the presentation

Topics included topics related to science like AEROPLANE, DYNAMO, TELEVISION, RADIO, NEWTON’S LAWS, COMPUTER, MOBILE PHONE, GRAVITY, SUN, DESERT, BLACK HOLE, SOAPS, MOTOR, etc.

A subject teacher was trained to evaluate the content of the presentations.

The quality of content was graded by the subject teacher.

Assessment Criteria for Pre- and Assessment Criteria for Pre- and Post-testsPost-tests

Excellent5

Very good4

Good3

Average2

Less than average1

Needs a lot of improvement0

Content (30%)

Organization(20%)

Fluency(20%)

Vocabulary(20%)

Grammar(10%)

[(C X 3/5) + (O X 2/5) + (F X 2/5) + (V X 2/5) + (G X 1/5)] X 10 = Score in percentage

Pre-testPre-testGroups df = 58 Mean

(%)Standard deviation

t = 0.0401

P = 0.968

Controlled 31 12.87633

Experimental

31.13333

12.87564

• Difference is not statistically significant.

InterventionInterventionStudents in both the groups were

taught presentation skills by the researcher for three months.

I hour every week--- total 12 hoursContexts related to science for EGGeneral academic context for CGThe western “content-based

approaches” were tailored to suit the local context.

The cognitive load regarding the content was decided jointly by the researcher and the subject teacher.

Dalton-Puffer (2007, 2010): If students are not very proficient in using the language, more emphasis on content + less emphasis on language for beginners------ more emphasis on language and less on content at a later stage

Post-testPost-testGroups df=

58Mean (%)

Standard deviation

t = 3.0854

P = 0.0031

Controlled (CG)

36.13333 14.50456

Experimental(EG)

47.46667 13.9421

• Difference is considered to be statistically significant.

• Around 5% (CG) vs. around 16% improvement (EG)

Findings from Interviews with Findings from Interviews with StudentsStudents5 students (randomly chosen from

the experimental group) were interviewed after completion of six hours of teaching.

Interview Questions:Do you find discussions on science in

your English classroom unusual?Do you think it is helpful?Is making presentations on science-

related topics more interesting than

those on general topics?What do your classmates think about it?Do you want to suggest anything to improve the teaching of presentation skills?Students already proficient in English showed more interest in CBA than those with less proficiency.They were not aware whether it was very helpful because it was new.

They wanted it to continue because it was innovative.

Findings of the StudyFindings of the StudyA problem-solving approach to

teaching through content-based tasks can be very effective in Indian EAP classrooms.

Convincing English teachers about its effectiveness, providing professional support, getting subject teachers involved in the process, etc.

CBA for materials design, methods and assessment in EAP/ESP/EGP

Limitations of the StudyLimitations of the StudyPresentation skills only one of

the academic speaking skills could have taken into account other academic speaking skills

Lack of emphasis on the process of learning (through content)

Analysis of learner preference

Suggestions for Further Suggestions for Further ResearchResearchEffect of existing language

proficiency on language learning through content

Content-based assessmentImpact of CBA on students’

performance in subject classrooms

Teacher training for EAP/ESP teachers

Any questions?