Ferreting the Efficacy of Action-Oriented Approach in Indian ESL Classroom: Learners’ Notion
DOI:
https://doi.org/10.17507/tpls.1404.04Keywords:
Action-Oriented Approach, 5-point Likert scale, social agents, survey, language literacy, English as a second language, tertiary levelAbstract
The ‘Action-Oriented Approach’ proposes a new paradigm for teaching and learning languages, a pedagogical framework founded on the idea that language is a social practice and a tool for action. This study examines how Indian ESL students feel about AOA and its advantages in increasing English language competence among tertiary-level pupils in India. To gather data from 156 engineering stream students, including crucial key research objectives, the current study used a quantitative technique with survey instruments. Survey data were collected using a Five-Point Likert scale. The study results show that, in general, ESL students are in favour of assisting language learners to gain competency in various scenarios using an action-oriented approach. The statement "Action-Oriented Approach helps the learners to develop language proficiency in a variety of contexts" received the highest grade (x=4.2692) from the majority of ESL learners (94.2%). Overall, this study contributes to a greater understanding of Indian language acquisition strategies. The study’s outcomes highlight the benefits of implementing action-oriented approaches in ESL classes and the potential repercussions on pupils’ language fluency in English the Action-Oriented Approach was deemed an outstanding technique by a large number of ESL students, particularly for improving their comprehension of English.
References
Acar, A. (2019). The action-oriented approach: Integrating democratic citizenship education into language teaching. English Scholars Beyond Borders, 5(1), 1-15. Retrieved November 15, 2023, from http://www.englishscholarsbeyondborders.org/wp-content/uploads/2019/06/Ahmet-Acar-2.pdf
Bandura, A. (1989). “Human agency in social cognitive theory”, American Psychologist, No. 44, pp. 1175-1184.
Bridge. (2021). 6 Common Challenges ESL Students Face (and How Teachers Can Help). Retrieved November 15, 2023, from https://bridge.edu/tefl/blog/challenges-esl-students-face/
Byram, M. (2012). Conceptualizing Intercultural (Communicative) Competence and Intercultural Citizenship. In Routledge eBooks. https://doi.org/10.4324/9780203805640.ch5
Coolican, H. (2014). Research Methods and Statistics in Psychology. Taylor & Francis. https://doi.org/10.4324/9780203769669
Council of Europe. (2001). Common European Framework of Reference for Languages. Cambridge: Cambridge University Press. Retrieved November 15, 2023, from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Council of Europe. (2018). The Common European Framework of Reference for Languages. Retrieved November 15, 2023, from https://www.coe.int/en/web/common-european-framework-reference-languages.
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment– Companion volume. Strasbourg: Council of Europe Publishing.
Cummins, J., & Early, M. (2011). Identity texts: the collaborative creation of power in multilingual schools. Trentham.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Pearson.
Elisa, H. (2019). Enhancing the Students’ Speaking Skill in Speaking Class Program Through Role Play At Senior High School. JEES: Journal of English Educational Study, 2(1), 47–52. https://doi.org/10.31932/jees.v2i1.430
ESLstarter. (2022). 8 Common Challenges ESL Students Face. Retrieved November 17, 2023, from https://www.eslstarter.com/community/articles/2022-04-19-8-common-challenges-esl-students-face
European Commission. (2018). Proposal for a council recommendation on a comprehensive approach to the Learning and learning of languages. European Commission.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in Education. McGraw-Hill Humanities/Social Sciences/Languages.
Franzen, M. D. (2013). Reliability and Validity in Neuropsychological Assessment. Springer US.
Germain-Rutherford, A. (2021). Action-oriented approaches: Being at the heart of the action. Innovative Language Pedagogy Report, 91–96. https://doi.org/10.14705/rpnet.2021.50.1241
Goh, C. C., & Vandergrift, L. (2021). A metacognitive approach to listening instruction. Teaching and Learning Second Language Listening, 85–113. https://doi.org/10.4324/9780429287749-7
Hair, J. F., Anderson, R. E., Taham, R. L., & Black, W. C. (1998). Multivariate Data Analysis. London. Prentice Hall.
Holm, M. (2011). Project-based instruction: a review of the literature on effectiveness in prekindergarten through 12th grade classrooms. InSight: Rivier Academic Journal, 7(2), 1-13. Retrieved November 17, 2023, from https://www2.rivier.edu/journal/ROAJ-Fall-2011/J575-Project-Based-Instruction-Holm.pdf
Johnson, K.E. (2009). Second Language Teacher Education: A Sociocultural Perspective (1sted.). Routledge. https://doi.org/10.4324/9780203878033
Jena, B. (2014). Developing Speaking Skills through TBLT. International Journal of Research, 1(4), 691–701.
Kalia, P. (2017). English Language Teaching in India: Trends and Challenges. International Journal of Engineering Applied Sciences and Technology, 2(3), 33–37.
Kentmen, H., Debreli, E., & Yavuz, M. A. (2023). Assessing Tertiary Turkish EFL Learners’ Pragmatic Competence Regarding Speech Acts and Conversational Implicatures. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15043800
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. Retrieved November 18, 2023, from (PDF) Experiential Learning: Experience As The Source Of Learning And Development (researchgate.net).
Kowalska, Barbara. (1991). Let them talk in English. Warszawa: Wydawnictwo Szkolne I Pedagogiczne.
Kriaučiūnienė, R., Targamadze, V., & Arcimavičienė, L. (2020). Insights into the Application of Action-oriented Approach to Language Teaching and Learning at University Level: a case of Vilnius University. International Journal of Multilingual Education, VIII(2), 1–21. https://doi.org/10.22333/ijme.2020.16001
Moulieswaran, N., & S, P. K. N. (2023). Investigating ESL Learners’ Perception and Problem towards Artificial Intelligence (AI) -Assisted English Language Learning and Teaching, 13(5), 290–298. https://doi.org/10.5430/wjel.v13n5p290
N, M., & N S, P. K. (2023). Google assistant assisted language learning (GAALL): ESL learners’ perception and problem towards AI-powered Google assistant-assisted English language learning. Studies in Media and Communication, 11(4), 122. https://doi.org/10.11114/smc.v11i4.5977
Newmann, F., & Wehlage, G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7), 8-12.
News – ProLiteracy. (n. d.). ProLiteracy. Retrieved November 17, 2023, from https://www.proliteracy.org/Blogs/Article/421/4-Challenges-ESL-Learners-Face
Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers.
Piccardo, E. (2010). From communicative to action oriented: New perspectives for a new millennium. Contact TESLOntario, 36(2), 20-35. Retrieved November 19, 2023, from https://www.ecml.at/Portals/1/resources/Articles%20and%20publications%20on%20the%20ECML/Piccardo_Contact_Research_symposium.pdf
Piccardo, E. (2015). Sprachenunterricht im Zeichen der Komplexität: Rückblick und Ausblick [Language teaching in the time of complexity: Looking back and looking forwards]. In H. Drumbl and A. Hornung (eds) Beiträge der XV Internationalen Tagung der Deutschlehrerinnen und Deutschlehrer Bozen, 29. Juli – 03.August 2013 [Proceedings of the XV International Congress of German Teachers, Bozen, 29th July to 3rd August, 2013] (pp. 69–92). Bolzano: Bozen-Bolzano University Press.
Piccardo, E., & North, B. (2019). The action-oriented approach: A dynamic vision of language education. Multilingual Matters.
Puren, C. (2006). De l’approche communicative à la perspective actionnelle [From the communicative approach to the action-oriented perspective]. Le Français dans le Monde, 347, 37–40. Porter-Ladousse, Gillian. 1987. Role play. Oxford: Oxford University Press.
Puren, C. (2012). Approche communicative et perspective actionnelle, deux organismes methodologiques Génétiquement opposés et complémentaire. Retrieved November 19, 2023, from http://www.christianpuren.com/mes-travaux-liste-et-liens/2014a/ (janvier, 2014)
Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues and instruments development. International Journal of Economics & Management Sciences, 6(2), 1-5. DOI: 10.4172/2162-6359.1000403
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. https://doi.org/10.1017/cbo9780511667305
R, M. I., & S, P. K. N. (2023). Exploring the Effectiveness of Implementing the Action Oriented Approach in Improving English Language Skills Among ESL Learners : Teachers’ Perception, 13(8), 546–557. https://doi.org/10.5430/wjel.v13n8p546
van Lier, L. (2007). “Action-based teaching, autonomy and identity”, Innovation in Language Teaching and Learning, No.1(1), pp. 1–19.
Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Willis, J., & Willis, D. (2020). Doing task-based teaching (2nd ed.). Oxford University Press.
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: are they mutually exclusive? The Journal of the Learning Science, 12(2), 145-181. https://doi.org/10.1207/s15327809jls1202_1
