Article Analysis

1. IMPROVING ENGLISH ORAL
COMMUNICATION SKILLS OF
PAKISTANI PUBLIC SCHOOL'S
STUDENTS

2. Writer:
Qutbi Alam & DR. Ayesha Bashir Uddin
(Assistant Professor at AKUI for
Educational Development
Published IN: December 2013

3. Abstract:
 Pakistan’s Public School’s Rarely exposed to the English
Grade-6th students Language and OCSs
focused in article
works on the improvement of Oral Communication Skills
 Both teachers and students.
 Teacher can help student in improving OCSs by using new
Methods of OCSs.

4.  Status of OCSs are totally ignored
students are found
Silent
Shy
Hesitation
Fear of being wrong
 Improving accuracy and fluency of students
Self-Developed Strategies guiding tool &
action planner
systematic lessons delivered

5. Pre intervention and post intervention phases
when got opportunities to practice
oral languages performing activities
OCS are Improve

6. What do you know
Code switching
about code
switching???
Peer/self-error correction
short pauses
speech fillers
inevitable to improve speaking skills of second language learning.

7. Introduction & Background:
 The study was conducted in School of Karachi,
Pakistan in urban context.
 Two schools systems are working.
One is the private English medium schools.
Second are government Urdu-medium
schools.
(English is learnt as a second language in both cases)

8.  In the context of Urdu medium schools where this research
was carried out,
The students have no exposure to English
Both students and teachers use Urdu or the regional
language
 The teachers role limited as ‘instructor’ or ‘director’.
 Language learned passing examinations.
Traditional teaching methods
writing skills reading skills

9.  Lack of awareness of new methodologies of teaching speaking
skills.
 National Curriculum for English-2006 developed:
teaching materials activities systematic lessons
Integrated
Communication Language Teaching (CLT) and Task Based Teaching
Approach (TBTA)

10. Oral Communication Skills:
 Exchanging ideas between people called
orally or written communication
Fluency accuracy
main communication elements
 ‘Learn by doing approach’ focused in research
teacher students
both are part of the task “Interactive process”
Sender & Receiver involved

11. Research methodology:
 “How can I facilitate students of Grade-6 to improve Oral
Communication Skills in a Lower Secondary Public school in
Karachi, Pakistan?”
Research In-depth understanding
Qualitative methods used
 Demonstrations/ Conversations (proof beyond the possibility
of doubt)
 Discussion/ group work.
 Role plays.
 Role plays in pairs.

12. Participants and Data Collection:
 Research conducted at Grade 6-B.
 61 strength 4 participants 2 Boys
selected 2 Girls
Mix language ability Low Socio-economic
background
very basic understanding to EL
 Variety of data collection tools were used:
 Observations, interviews, audio recordings of teaching sessions,
and document analysis.

13. Findings & discussion:
Look at APPENDIX 1:
1. Action plan cycle
2. Form of lessons
3. Observation & recording interacting activities.
4. Three action research cycles
5. One cycle took three lessons based on:
* SLOs *Language functions & form *Activities
6. Activities based on 4 methods
7. 7 weeks duration
Interlinke
d with
student &
teacher.
Teacher
must used
new
strategies,
methods
for better
OCLSs
outcomes.

14. Reconnaissance Findings:
 3 classroom observation Participants interviews.
know the current practices of teaching OCSs
 Showed that traditional teaching methods used.
grammar translation rote learning
 Teacher centered classrooms.
 Text book used as main source of learning.
 Lack of OCSs & activities.
 It includes interesting observations & interviews.

15. Intervention and Post-Intervention Findings:
 Students participation and responses in classroom activities
increased.
 Accuracy and fluency skills were developed.
 Limited code switching was observed.
 Self and peer correction helped in accuracy and fluency.
 Imitation and questioning skills enabled students at sustaining
oral skills.
(Comparison of pre-post intervention, Table:1)

16. Implications:
 An action research have a potential to bring desired change and
improvement in students learning.
 Teachers are change agents, they must have accuracy and fluency
in there communication.
 Suggested, Incorporated communicative and interaction based
approaches to ELT enhances the OCSs.
 Teacher should be talk minimized and provides opportunities for
students to talk and to practices by performing activities.
 Daily reading enhance the listening and speaking skills.

17. Conclusion:
 The practice of teaching English language needs to be changed.
 Teacher centered classrooms replaced with student centered
classes.
 Traditional methods of language teaching, replaced with modern
methods such as communicative approach and task based
teaching approaches.
 The oral proficiency must be improved by taking fluency as first
step because it encourages learners.
 Activity-based teaching, tasks in groups and pairs should be given.
 Strategies help in reducing code switching in real classrooms.