MEKELLE UNIVERSITY

DEPARTEMENT OF FOREIGN LANGUAGES

AND

LITERATURE

A Research Proposal on:

Enhancing students Oral Communication in English Class

particular reference to Grade 10th Students of Yekatit 23 Secondary
school

By:

Dula Sanbato Arbas

July, 2016

Mekelle, Ethiopia
Enhancing students Oral Communication in English
Class particular reference to Grade 10th Students of
Yekatit 23 Secondary school

Dula Sanbato Arbas

A Masters Thesis Presented to the Department

of Foreign Languages and Literature
(Graduate Programme)

In Partial Fulfillment of the Requirements for the

Degree of Master of Arts in Teaching English as a
Foreign Language (TEFL)

July, 2016

Mekelle, Ethiopia
 Declaration
I, the undersigned, declare that this thesis proposal is my original work
and has not been presented for a degree in any other university and that
all sources of information used for the thesis have been properly
acknowledged.

Name: Dula Sanato Arbas

Signature: Dula Sanbato
Place: Mekelle University
Date of Submission: July 20,2016
 TABLE OF CONTENTS

Contents Page
1.INTRODUCTION .......................................................................................................................1

1.1. Background of the study ..........................................................................................................1

1.2. Statement of the problem .........................................................................................................2

1.3. Research Questions ..................................................................................................................3

1.4. Objective of the study ............................................................................................................. 7

1.4.1. General Objective ..................................................................................................................7

1.4.2. Specific Objectives ................................................................................................................7

1.5. significance of the study ...........................................................................................................8

1.6. Scope of the study.....................................................................................................................8

2. REVIEW OF RELATED LITERATURE ..............................................................................9

2.1. Oral communication..................................................................................................................9

2.2. Communication Strategies .......................................................................................................9

2.2.1. Definition of Communication Strategies ...............................................................................9

2.2.2. Communicative competence ..................................................................................................9

2.2.3.Factors Affecting Communication Strategies .......................................................................11

3. METHODOLOGY ................................................................................................................... 13

3.1. Research Design ......................................................................................................................... 14

3.2. Sources of Data ........................................................................................................................ 15

3.2.1. Primary Data .......................................................................................................................... 16

3.2.2. Secondary Data .................................................................................................................... 17

3.3. Sample Size and Sampling Techniques .................................................................................. 17

3.3.1. Sample Size ....................................................................................................................... 18

 3.3.2. Sampling Techniques ........................................................................................................ 20

3.4. Data Collection Tools .............................................................................................................. 21

3.4.1. Questionnaire ....................................................................................................................... 21

3.4.2. Observation .......................................................................................................................... 21

3.5. Methods of Data Analysis .......................................................................................................22

4. SCHEDULE OF THE STUDY.. ............................................................................................. 24

4.1. Time Breakdown. ................................................................................................................. 13

4.2. Finiancial Breakdown

5. Reference
 1. INTRODUCTION
1.1 Background of the study

English has been taught in Ethiopia as a foreign language until now. It involves the four major
language skills like speaking, listening, reading and writing. From these language skills,
speaking is one of the skills of language that is applied in different areas of learning teaching
process, mostly through oral communication.

The serious consideration of oral communication as a decisive skills on second or foreign

language teaching -learning can be generally dated to the subsequent years of the second
world war (brow et al ,1989;2) when a few enthusiasts began the last forty-five years that this
view has prevailed and become widely accepted (Brown,1985:1)

Proficiency in oral communication is increasingly required both in academic and professional

settings. For this reason, an increasing number of courses, taught in both public and private
institutions, are addressing oral communication skills. With globalization, the number of
opportunities for interactions in English has increased and so has the need to learn strategies for
successful oral communication in English. In the field of ELT, research is being carried out with
the aim of testing and comparing approaches and methods for enhancing the learning and
acquisition of successful communication skills in the classroom.

Communication is the glue that holds society together and enables it to function. Through the
process of communication, the members exchange message using a common system of symbols,
which results, at least to some degree, in shared meanings. Communications also help to set
members of the organization apart from non members. By learning the language of the company,
you become an insider (Court land, L.Boveejohn V.Thill, 1992)

In this perspective, this paper illustrates the experience carried out on the Assessment of
students Oral communication ability in a class of English lesson at Yekatit 23 Secondary school.
The paper will discuss how various resources will be used to teach communication skills in the
course and how they contributed to meaning-making.
1.2. Statement of the Problem

Gregory (1999) reported that speaking effectively is important for any human being to develop
communication skills. As Gregory (1999) stated that many college and tertiary student say that
public speaking was one of the most valuable to enhance oral communication skill. He suggested
that student and teachers and other professions can be brilliantin their fields but if they cannot
communicate fluently in public and in class room they are not valuable learners. Thats way most
students rank the ability to communicate orally well and listen intelligently as the most highly
prized of all skill when learning. Like wish, students who lack communicating skills cannot
develop all the human functions like, developing a good knowledge getting a pressing
developing self confidence and self esteem.

In the above assumption one can understand that all human have not the communication skill and
presentation skill. Some can be a good speaker and confident presenter, but other one can have
communication anxiety when he or she speaks in front of crowded people and in class room
speech. So the researcher wants to assess students oral communication during English class.

1.3. Research Questions

This research will be designedto investigate or examine the following questions. These are;

a) What techniques and strategies do teacher use to teach oral communication skills?
b) What activities do teachers use to develop teaching oral communication skills?
c) What teaching materials (resources) do English teachers use to develop Oral
Communication activities?
d) Do students play their role in oral communication?
e) What roles of teacher are implemented in the classroom to enhance oral fluency?

1.4. Objective of the study

1.4.1. General Objective

The main objective of the research will be to Enhance students English oral communication
ability during English class.
 1.4.2. Specific Objectives

The specific objectives of this study will be to:

Observe the techniques and strategies used by teachers(s) to teach oral lesson,
Assess important materials (resources) used to develop students oral communication
skills,
Investigate students pronunciation in oral communication during English classes.

1.5. Significance of the Study

The finding of this study will be hoped to have the following contributions. The benefit
of the study may be theoretical benefit or practical benefit.

A) Practical Benefit
By reading the result, the students will be motivated in mastering oral
communication skills and good pronunciation,
This study can be used by the teacher to provide the better technique or
method for teaching oral lessons during English lesson.
B) Theoretical Benefit
The result of the research may be used as an input in English teaching-
learning process especially in developing oral communication skills.
The result of the research may be used as a reference for those who want to conduct
research on Assessment of students Oral communication skills.

1.6. Scope of the Study

The study will be limited in Yekatit 23 Secondary school; which is found in Addis
Ababa town of Addis Ketema sub-city. The school was established with the help of
Government. The research will mainly focus on Assessments of Students English Oral
Communication skill with particular reference to Grade 10th students. It is difficult for the
researchers to cover other areas or classes due to budget and time constraints.
2. REVIEW OF RELATED LITERATURE

2.1. Oral Communication

Oral communication is an essential aspect of social interaction. Being able to communicate well
is not only an important skill in itself, but also contributes significantly to the success of a
persons personal and professional life. Speaking is used to engage in conversations, transmit
information, express opinions, and contribute to discussions. Speaking also has an enormous
impact on the impression we make on people, because when we speak we communicate both
personal information about ourselves (such as age, origin, social status, education) and
paralinguistic information about what we are saying (intentions, attitudes, emotions) (Brown,
1995). But speaking is not the only element involved in communication. Listening is also
involved, as understanding is as essential to communication as speaking. Communication cannot
take place if the receiver does not understand the speakers message. In addition, other
modalities such as intonation, facial expressions, hand gestures and body movements combine to
convey meaning along with the verbal message, and naturally influence both the speaker and the
receiver.

However, learners input is often limited to a restricted range of examples of oral language, the
main linguistic reference for spoken language being the teacher herself, frequently aided by
audio (or video) material presenting short conversations from some pseudo-real situation
purposely created for learners in a rather artificial way. Typically, learners are asked to focus
their attention on linguistic elements (such as words or sentence structures) which become the
main source of information about language use, constructions or pronunciation. Generally,
learners manage to master basic listening and speaking skills, with some students being far more
effective in their oral communication than others, possibly because of a natural predisposition to
communication (Allen et al. 2007).
 2.2. Communication strategies
Brown (2000), points out those more recent approaches seems to take communication strategies
as elements of an overall strategic competence. Thus, before mentioning communication
strategies, it is necessary to clarify the concepts of communicative competence and strategic
competence.
2.2.1. Communicative competence
Hymes (1972) proposed the term communicative competence in contradistinction to
Chomskys notion of linguistic competence. The latter emphasizes the abilities of speakers to
produce grammatically correct sentences, and the former includes linguistic competence and
socio-cultural dimensions. For Hymes, communicative competence enables learners to convey
and interpret messages and to negotiate meanings interpersonally within specific contexts
(Brown, 2000, p.246). Canale and Swain (1980) further develop this notion, identifying four
dimensions of communicative competence: grammatical competence (knowledge of what is
grammatically correct in a language), sociolinguistic competence (knowledge of what is socially
acceptable in a language), discourse competence (knowledge of intersentential relationships),
and strategic competence (the knowledge of verbal and nonverbal communication strategies). In
a word, communicative competence includes both the use of the linguistic system itself and the
functional aspects of communication. It is a dynamic, interpersonal construct; it is relative and
depends on the cooperation of all the involved participants (Canale and Swain, 1980).

2.2.2. Definitions of communication strategies

Brown (1995) proposes the concept of communication strategies, which he defines as a by-
product of a learners attempt to express meaning in spontaneous speech through a limited target
language system. Since he first used the term, it has been the subject of much discussion but also
of little consensus as to its correct definition.
In early work, a communication strategy was regarded as language learners problem-solving
behavior in the process of target language communication. Language learners employed CSs to
compensate for their linguistic shortcomings in order to achieve a particular communicative goal.
This kind of notion focuses on the language learners response to an imminent problem without
considering the interlocutors support for its resolution. Thus, it is an intra-individual,
psycholinguistic view that locates Communication strategies in models of speech production or
cognitive organization and processing (Kasper & Kellerman, 1997, p. 2). In contrast, Tarone
(1980) as cited in Brown (2000), defines communication strategies from the inter-individual,
interactional view, regarding Communication strategies as the mutual attempts of two
interlocutors to agree on a meaning in a situation where the requisite meaning structures do not
seem to be shared.
Thus, communication strategies are utilized to bridge the gap between the linguistic knowledge
of the foreign language learner and that of the target language interlocutor in real communication
situations (Tarone, 1981) so as to avoid communication disruptions.

2.2.3. Factors affecting the choice of communication strategies

Understanding the communication strategies that students employ helps teachers understand
their strategic competence so that appropriate strategies could be chosen for pedagogical
purposes.
However, in guiding students to become competent speakers of English, EFL teachers may need
to explore further the influence of other learner variables on the use of oral communication
strategies by students. This study investigates, in particular, the effect of five variables such as
gender, language proficiency, self-perceived oral proficiency, the frequency of speaking English
outside the classroom, and motivation in speaking English, on students oral communication
strategies use.
2.2.3.1. Gender
In second/foreign language learning, gender differences are discussed mostly in studies of
language learning strategies. Several studies have shown that females use language learning
strategies more frequently than males (Oxford, 1995). Besides, females are reported to be more
socially interactive than males (Oxford, 1995). However, some findings reveal that males
employ more learning strategies than females and others that there are no significant differences
between the sexes in their use of language learning strategies.
 2.2.3.2. Language proficiency
A learners language proficiency is a potentially influential factor in the choice of
communication strategies.
Some studies report an inverse relationship between proficiency level and communication
strategy use. Poulisse and Schils (1989) indicate that the most advanced subjects used fewer
compensatory strategies than the least proficient ones. The researchers reason that this resultis
explained by the limited vocabulary of the latter, compelling them to resort more often to
compensatory strategies. Chen (1990) and Tuan (2001) also indicate that high proficiency

2.2.3.3. Motivation
Richards (1997: 238) defines motivation as the factor that determines a persons desire to do
something. In second language and foreign language learning, learning may be affected
differently by different type of motivation. Two type of motivation are sometimes distinguished:
(1) Instrumental motivation: wanting to learn a language because it will be useful for certain
instrumental goals, such as getting a job, reading a foreign newspaper, passing an examination.
(2) Integrative motivation: wanting to learn a language in order to communicate with people of
another culture who speak.
More specific and shorter definition of motivation is used by Ur (1996: 274) explaining that it is
easier and more useful to think in terms of the motivated learner: one who is willing or even
eager to invest effort in learning activities and to progress.
Different kinds of motivation are also proposed by Ur (1996: 276) as intrinsic motivation (the
urge to engage in learning activity for its own sake) and extrinsic motivation (motivation that is
derived from external incentive).
Teachers responsibility in motivating students in oral communication is crucial. As Girrard
quoted by Ur (1996: 276) emphasizes that it is an important part of the teachers job to motivate
learners. The more motivated the learner the better their learning process will be in
communication.
3. METHODOLOGY
3.1.Study Area
This research will be conducted at Yekatit 23 Secondary School, in Addis Ketema sub-city,
woreda eight, Addis Abeba. This school is a state-run and full-time of learning and teaching
going on. Addis Ketema sub city is one of the tenth sub-city found in Addis Abeba. In short, the
school is found around Merkato (the biggest market in East African countries).
3.2.Research Design
This study is aimed to improve students Oral Communication skill during English lesson of
grade 10th students. It will use a descriptive research design utilizing both qualitative research
method and quantitative approachbecause it is ongoing process. This research design will be seen
the most desirable because the study will seek to describe the current situation inYekatit 23
secondary school at class room level in terms of Oral communication strategies.

The study needs also deep reference of different texts about Oral Communication and secondary
sources.

3.3.Sources of Data
The data sources for this study will be; teachers, School principals, library documents and Grade
10th Students of Yekatit 23 School. In short the sources of data were both primary and secondary
data.
3.3.1. Primary Sources
The primary sources of data for this study will be Yekatit 23 Secondary School. Students and
school Principals will be primary sources for the study.
3.3.2. Secondary Sources
In addition to primary sources, the researcher will use secondary sources to triangulate the data
obtained through primary sources and for the accomplishment of the study. These sources will be
books, internet and document of the students found in the
 3.4.Sample Size and Sampling Techniques
3.4.1. Sample Size
The subject of the study would beYekatit 23 Secondary School. To investigate the study, limiting
sample size is very important for the researchers. All the classes will be taken in to an account
for the study.

3.4.2. Sampling Techniques

It has been said that principles of statistics show sampling techniques is very important
aspectswhen any researcher studies large number of population. To carry out this study, the
researchers will use simple random sampling in order to avoid bias, and to give equals chance for
the subject of the study.
3.5.Data Collection Tools
The tools that the researcher used for the study will be questionnaire and observation.

3.5.1. Questionnaire
Questionnaire is important to get a lot of information quickly. The questionnaires that contain 10
questions will be prepared in two sets; one set of the questionnaire will be distributed to students
using sampling method and these questionnaires will be prepared by English language to deal the
aim of the questionnaires. The students questionnaires will contain both close ended and open
ended questions.
3.5.2. Observation
Structured and unstructured observation will be used in this study.The researcher will
observebased on checklists before implementation of observation.

Table 3.1: Analysis of Students Observation checklist before Implementation

No Item observed High medium Lower

1. How much students are aware of the purpose of oral communication?

2. The confidence of students to communicate orally

3. Students interest to learn oral communication strategies.
4. How much do students are aware of the influences of oral
 communication on achievement?
5. Number of students trying to communicate orally.
6. Number of students in class room during oral communication lesson.
7. Participation of students towards oral communication lesson.
8. Teacher supports of students during oral communication lesson.
9. Students interest towards oral communication in classroom.
3.6.Method of Data Analysis
The researcher used two well organized Method of coding data: that is quantitative and
qualitative data analysis. Tables, percentage and descriptions are used for the analysis of the
study. To do so, the questionnaire will be administered in one class of the school; namely grade
12D students of Addis Ketema Preparatory school which is found in Addis Abeba city of Addis
Ketema sub city. The questionnaire that will contain 10 questions will be distributed for 20
students who will be selected from 43 students of 12D classes using simple random sampling.
The questionnaires that will be distributed for students contain both close ended and open ended
questions. Also, Classroom observations will be implemented and it also analyzed using table.
The data that will be collected through questionnaire is analyzed and presented in table,
percentage and description.
 4. SCHEDULE OF THE STUDY
4.1. Time Breakdown
The following table shows the activities and time of action briefly.
Activities Time of Accomplishment
N 2007 E.C 2008 E.C
o Jul. Au. Sep. Oct. Nov. Dec. Jan. Feb Mar. Apr.
1 Selecting research topic
2 Review of related literature
3 Designing research proposal
4 Selecting subjects of the study
5 Formulating experimental&
Control group

6 Following the experimental
group by giving tests
7 Gathering data

8 Analyzing and Interpreting the
data
9 Writing Final Version including
summary, conclusions and
recommendations

Submitting the find report
10
 4.2.Financial Breakdown
No Expenses Cost
Birr Cents
1 Stationery materials (pen, paper) 1000 00
2 Typing for (questionnaires, proposal, printing, internet service, 2000 00
writing final version etc.)
3 Transport, food 4000 00
4 Total 7000 00
 Bibliography

Brown, H.D. (1995). Teaching by Principles. An Interactive Approach to Language Pedagogy.

Englewood Cliffs: Prentice Hall Pegents.

Brown, H.D. (2000). Principles of Language Learning and Teaching. 3rd Edition. Pearson
Education Ltd.

Brown, H.D. (2001). Principles of Language Learning and Teaching. 4th Edition.

Pearson Education Ltd.

Gregory (1999). Teaching Ethics in Speech Communication: Communication Education

Oxford, R.L., (2003). Language Learning Styles and Strategies: An overview:

OUP. Available at: http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Ur, P. (1999). A Course in Language Teaching: CUP