EFL Students&apos; Attitudes towards the Development of Speaking Skills via Project-Based Learning: An Omnipresent Learning Perspective
Author: Yaman, Ismail
Date: 2014-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Student Projects,Active Learning,Teaching Methods,Qualitative Research,Statistical Analysis,Oral Language,Language Proficiency,Skill Development,Foreign Countries,College Students,Experimental Groups,Control Groups,Comparative Analysis,Attitude Measures,Pretests Posttests,Instructional Effectiveness

Developing speaking skills constitutes the key stage for language learners. Considering the remarkable differences between ESL and EFL students, the likelihood for language learners in many EFL settings to face the barbed wires placed on the road to speaking proficiency is far greater compared with ESL learners. The primary reason behind this disadvantage is the lack of opportunities for authentic practice. Added the restriction of speaking lessons to the classroom walls and hours, this problem turns into an inextricable issue for language learners. Focusing on one of the thorniest dimensions in EFL context, this study concentrates on the development of speaking skills through Project-based Learning. This experimental study aims to investigate the efficacy of Project-based Learning in terms of students' attitudes towards and achievements in speaking lessons. In order to attain findings about this specific aim, the study employs both quantitative and qualitative data gathered from the participants through data collection tools. This study was conducted in the Prep School at Ondokuz Mayis University with the participation of two groups, one experimental and one control group, attending the preparatory education in 2013-14 academic year. These groups were formed randomly at the very beginning of the semester. They were included in the study throughout one semester (fall) under the framework of speaking lessons offered by the researcher. At the outset of the semester, both groups were administered a pre-treatment attitude inventory to explore their present attitudes towards speaking lessons. Then they were given a pre-test to find out their proficiency levels in terms of speaking skills.With the start given to the application phase of the study, the two groups were exposed to two different approaches to develop speaking skills. Throughout the semester, the experimental group received project-based speaking lessons while the control group received coursebook-based ones. The model adopted in the experimental group reflected an omnipresent learning perspective through projects; however, the lessons in the control group possessed a traditional understanding characterized by the existence and restriction of a coursebook. At the end of the treatment, both groups were administered the attitude inventory again to explore their post-treatment attitudes towards speaking lessons. In addition, they attended a speaking post-test that was expected to yield findings as to the progress achieved by the students in terms of speaking proficiency. As a supporting dimension for these quantitative data sources, post-treatment interviews were conducted with each student in both groups. The quantitative data gathered through pre/post-treatment attitude inventories and pre/post-tests were statistically analyzed via SPSS using t-tests. As for the interviews, the students' answers to the questions were first transcribed and then categorized and coded for frequency analysis. The results of the study were shaped in accordance with the findings gathered through the analysis of both quantitative and qualitative data. The results of the study demonstrate that Project-based Learning is an effective means to help learners develop speaking skills. The statistical analyses concerning both attitude and speaking proficiency dimensions reveal a statistically significant difference between the experimental group and control group. Furthermore, the analysis of the answers given during the post-treatment interviews yields supporting results in favor of Project-based Learning. In the light of these findings, it can be concluded that Project-based Learning is a potentially effective way of developing speaking skills in EFL context.