How can English majors develop their speaking skills? - Investigation of BA speaking skills education

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There were six people who chose 2. On the next scale, where students rated their level at present, there was nobody who chose 1 or 2. Option four, which indicated 'very good' was chosen by 14 people before the BA program and 20 students chose that one when they rated their present level. Before the program, only one student chose 'extremely good' and on the 'at present' scale, there were nine students who gave 5 for themselves. I summarized these numbers and I found that six students thought that their skills did not improve. Fifteen respondents judged their speaking skills one level better. There were eleven people who felt that their skills improved by two levels and the remaining three informants reported that their skills got one level worse. In the nineteenth question, the participants could rate the BA program according to how satisfied they are with it. Out of the 35 students, 16 said that they are very satisfied with the program. Fourteen respondents were moderately satisfied, and three students were slightly satisfied. There was one person who was not satisfied at all and another one who was extremely satisfied. Finally, I gave the respondents the chance to make suggestions and share their own ideas about the ways in which the teaching of speaking skills could be improved. Based on what the participants listed here, students thought that they would need more opportunities to speak and the lessons should be more interactive, more group work would be useful and there should be more classes or seminars focusing on speaking skills. They also stated that there should be better texts to discuss and students should be forced out of their comfort zones. I think this means that those students, who are too shy and less willing ... ... middle of paper ... ...n R. Lugossy, J. Horváth, & M. Nikolov (Eds.) UPRT 2008: Empirical studies in English applied linguistics (pp. 43-57). Pécs: Lingua Franca Csoport. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford University Press. Kiss-Gulyás, J. (2001). Experiencing the Examination Design, Content, Materials and Procedures. In Együd J, Gy. & Gál, I. & Glover, P. (Eds.) English Language Education in Hungary Part III. Budapest: The British Council Hungary. Menyhárt, A. & Kormos, J. (2006). Angol szakos hallgatók nyelvtanulási motivációja. Iskolakultúra, 2006/12, 114-125. Nagy, B. (2005). The role of individual communicational variables in advanced EFL learning. Magyar Pedagógia, 105, 5-27. de Saint Léger, D. & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37, 269-285.

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