IMPROVING STUDENTS’ ENGLISH SPEAKING SKILLS THROUGH THE GALLERY WALK TECHNIQUE

Authors

  • Do Phuc Huong

DOI:

https://doi.org/10.59266/houjs.2024.379

Keywords:

English, speaking skill, the Gallery Walk technique, pronunciation, vocabulary, grammar & fluency

Abstract

With the requirements of the curriculum outcome and also the workplace, English skills are increasingly receiving special attention. The ability to communicate in English fluently is especially thought to help candidates find a good job after graduation. This research paper is conducted with the aim of improving student’s speaking skills through the Gallery Walk technique. The activity provides an opportunity for students to be exposed to the language regularly, which can help them foster and develop pronunciation, vocabulary, grammar and fluency. The participants of the study are 36 first-year English major students at a university in Hung Yen. The data collection process was carried out during eight periods over two cycles. Research data collection tools are speaking tests, the action  and questionnaires. Both quantitative and qualitative results have shown that students’ English-speaking ability has improved significantly in terms of vocabulary, grammar and pronunciation. Moreover, adopting the gallery walk technique also helps students not be afraid of being judged when speaking English and be able to communicate actively in the real world.

References

[1]. Anwar, F. (2015). Enhancing Students’ Speaking Skill through Gallery Walk Technique (a classroom action research at the first-grade students of SMA in academic year 2014-2015) (graduating paper).

[2]. Brown, H. D. (2004). Teaching in principle: An interactive Approach to language pedagogy (3rd ed.). New York, NY: Longman

[3]. Buendgens-Kosten, J. (2014). Authenticity. ELT Journal, 68(4), 457-459

[4]. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage

[5]. Chau Tuyet Ngan. (2019), The application of communicative activities in English speaking classes of grade 9 students at Cao Lanh City Secondary School.

[6]. Francek, M. (2006). Promoting discussion in the science classroom using gallery walks. Journal of College Science Teaching, 36(1):27-31

[7]. Hake,R.(1998).Interactive-engagement vs traditional methods:a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics,66, 64-74.

[8]. Heaton, J. B. (1990). Longman handbooks for language teachers: Writing English language test. 3rd Ed. New York, USA: Longman, Inc

[9]. Hidayat, A. (2009), Improving students’ speaking ability through communicative activities. Cambridge University Press

[10]. Hornby, AS. (1995). Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press

[11]. Katemba, C.V. and Buli, R. (2018), Improving Speaking Skills Using the Gallery Walk Technique, Catalyst

[12]. Krashen, S. D. & Terrel, T. D. (1983). The Natural Approach: Language acquisition in the classroom. New York: Pergamon Press

[13]. Littlewood, W. (1998), Communicative Language Teaching. Cambridge University Press

[14]. Nunan, D. (1991), Gallery Walk and the Language Curriculum, pp. 179-195

[15]. Widdowson, H. G. (1996), Teaching Language as Communication. Hong Kong: Oxford University press.

[16]. Richards, C. J. (2008). Teaching listening and speaking; from theory to practice. New York, NY: Cambridge University Press.

Loading...