Teaching Listening and Speaking to Grade 3 Students: A...
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Proceedings-Teaching Techniques-006 1 4th International Conference on Humanities and Social Sciences
April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
Teaching Listening and Speaking to Grade 3 Students:
A Comparison between Non-English and English-Majored
Teachers in Songkhla, Thailand
Nontaporn Kumjun1
and Asst. Prof. Dr. Chonlada Laohawiriyanon2
1. Department of Languages and Linguistics Faculty of Liberal Arts Prince of Songkla University Hat
Yai, Songkhla, Thailand
2. Department of Languages and Linguistics Faculty of Liberal Arts Prince of Songkla University Hat
Yai, Songkhla, Thailand
Abstract
The purposes of the study were to investigate the teaching techniques of listening -
speaking English skills, and problems in teaching listening - speaking English skills with
Grade 3 students. The subjects in this study, selected by a purposive sampling technique,
were six English teachers who taught in Grade 3 in five elementary schools in a district of
Songkhla province in 2011. Among these, three teachers obtained a Bachelor’s degree with
English as their major or minor subjects; the other three majored in Technology education,
Tourism and Chinese. Their age ranged from 23 to 48 years old. Data collection was obtained
from classroom observations and a questionnaire. The observation ranged from three to five
occasions, depending on the number of hours assigned to cover one teaching unit.
The results from the questionnaire demonstrated that five subjects had approximately
one to two years of teaching English to Grade three students; only one subject had five-year
experience. The majority (four subjects) had never attended any training due to
administrative problems. As a result, they had to interpret the national curriculum themselves
and write their own lesson plans. They reported that they did not encounter any problems
concerning teaching English listening and speaking skills. The observation results revealed
the opposite picture. In that, most teachers used Thai in class mainly to teach listening and
speaking to their students, even using CD-ROMS to introduce the lessons. They relied their
teaching on prescribed commercial course books. The most frequently used technique was to
read conversations aloud and the students repeated after the teachers. The students, then,
were asked to do exercises in the course books, for example, matching words with picture,
filling appropriate words in conversations, drawing pictures and coloring in. Interestingly
enough, there was one subject who used distant-learning TV program to teach his class. He
only monitored the students to follow the lessons on the TV. The lessons emphasized
listening and speaking skills and were very well made. The students, however, did not benefit
much from merely watching the TV programs due to the lack of feedback from a human
teacher. As for the quality of English pronunciation, the non-English-majored teachers had
better pronunciation than the subjects with an English major degree.
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
1. Background and Rationale
Thailand has acknowledged the importance of English and thus commenced
its English language teaching since 1999 (Thongsri, 2005) during which English served as a
foreign language. It was not until the most recent curriculum reform in 2008 in the wake of
several curriculum reforms by the Ministry of Education that the status of English was
changed to an international language. Since then, all the educational institutions offering
basic education have been required to adopt new frameworks and prescribed directions for
their course/curricula arrangements in order to equip Thai students with English and essential
skills for survival in the society or for further study.
The most current English curricula aim to provide the preparatory level
graduates (Grades 1-3) with English communication skills on the topics related to
themselves, namely families, schools, environments, foods, drinks, and leisure and
recreational activities using a range of around 300-450 words. However, despite the
continuous curriculum and teaching practice reforms, Thai primary students have not been
able to meet such a goal of the curriculum. Their English learning achievements have always
been low. For instance, according to the Ordinary National Education Test (O-NET) in
English in the academic year 2009, primary six students in Songkla Province had as low as an
average score of 28.79 out of 100. When compared with other subjects, the English scores
were the lowest (National Institute of Educational Testing Service; 2010). Such low scores
spur the question of what the root of this problem is. Is it the curriculum itself or other factors
that contribute to the unsuccessful English teaching and learning?
Duangporn Noopong (2002), in her study on the problems contributing to
failure in English teaching and learning, identified fives problems: 1. students themselves
having insufficient English background knowledge, 2. the lack of teaching support including
insufficient native speaker English teachers and the lack of fund for teachers to arrange
extracurricular activities, 3. the lack of expert guidance for curriculum implementation and
impractical teaching activities, 4. the lack of knowledge and ability to construct tests and to
understand test analysis and types of language tests, 5. teachers lacking teaching experience
and knowledge. Her findings have been partially attested in a study by the Ministry of
Education (2010) which asked teachers to rate their own abilities. It was found that 51.91
percent of the teachers were unsatisfied with their own English proficiency. Furthermore,
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
Wichit Srisa-aan (2010) mentioned during a roundtable discussion on problems arising from
teachers held as part of an academic cooperation between Thailand and the U.S. ---that the
teachers were not only insufficient in terms of quality but also in terms of quantity. A number
of teachers taught subjects outside their areas of specialization. As a result, they possessed
insufficient knowledge in the subjects and failed when being assessed on the teacher quality.
This previously reported problem coincides with the research on the lack of quality teachers
by Pruet Siribanphitak (2005) who collected data from 24,206 primary and secondary level
teachers under the Office of the Basic Education Commission of Thailand in 115 educational
regions. He found that firstly, 20 percent of teachers in public schools and 17 percent in
private schools taught subjects outside their specialization and secondly, a large number of
teachers had low English proficiency so when it came to English teaching, speaking and
pronunciation, they had no confidence as they thought that they were neither native speakers
nor English major graduates.
Therefore, various factors seem to be responsible for the failure in English
teaching and learning. However, the most urgent problems that need to be solved are those
arising from teachers themselves because they are vital determining factors in the success of
curriculum implementation. Since the primary level is an important academic foundation, the
quality of teachers teaching at this level certainly has effects on the students. Although the
curriculum or teaching practices are revised, such efforts are futile if the teachers do not
understand such changes. Apart from this, English teaching should begin with listening skills
as they are widely used and the learners must first understand spoken messages before they
can respond to them verbally followed by reading and writing. Listening skills thus are the
important foundation on which other skills are built. Paul (2004: 71) argues that the most
important thing in teaching English to children was to have them listen to English with a
difficulty suitable for their proficiency level as much as possible. Primary teachers must
provide teaching and learning arrangements suitable for the age of students. And since the
primary level is an important foundation for further study in the higher levels, primary
students must be equipped with the right knowledge. Unfortunately, in spite of the
significance of primary teachers, there is a relatively scarce amount of qualitative research to
date which studies the English learning and teaching arrangements of junior primary teachers
focusing on listening and speaking skills as targeted in the curriculum set forth by the
Ministry of Education. In particular, English-majored or -minored primary teachers and non-
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English- majored or -minored primary teachers seem to be under-explored regardless of such
an existing great number of teachers without much English experience nationwide as earlier
mentioned.
In light of this, the researcher is interested in the learning and teaching
arrangements for teaching Grade 3 students (the highest level for the educational level 1)
listening and speaking skills. Specifically, this research aimed to find out to what extent the
teachers at this level teach in accordance with the curriculum of the Ministry of Education by
comparing between English-majored teachers and non English-majored teachers. This
research would yield the results which contribute to the enhancement and development of
learning and teaching arrangements in primary schools so as to meet the quality and learning
achievements targeted by the Ministry of Education curriculum B.E. 2551.
2. Research Methodology
2.1 Subjects
The total number of primary teachers in 29 primary schools in Amphoe
Muang, Songkla province was 30. The subjects of this research consisted of six primary three
English teachers in the academic year 2011. Of these schools, 18 were under the Songkla
Primary Education Office Region 1 and 11 were private schools under the Songkla Office of
Private Education. Purposive sampling was used to select the teachers based on their
qualifications. Three teachers with English major or minor degrees and three without were
obtained. The researcher was permitted to observe in only five schools. That is, all the six
teachers represented five different schools since every school in Amphoe Muang, Songkla
province typically has only one English teacher for each educational level, except for one
school which had two primary three English teachers with different qualifications who were
observed in this study. These schools provide educational services from primary 1-6
following the Basic Education Curriculum B.E.2551.
2.2 Research Instruments
Research instruments for this research comprised the classroom instruction
observation form and semi-structured interview as follows:
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
2.2.1 The observation form for assessing instructional process of teaching
English listening and speaking skills has two sections. Section 1 consists of 15 items aimed to
observe the instruction of listening skills. Section 2 contains 17 items aimed to observe the
instruction of speaking skills. These total 32 items can be divided based on the learning
standards and indicators in accordance with the Basic Education Core Curriculum B.E. 2551
into the following:
Learning Standards Indicators Items
1.1 Understand and interpret
spoken and reading massages
from various mediums and
express opinions reasonably
1. Act in compliance with the
orders and requests heard or read.
10
2.Pronounce words, spell words
and pronounce groups of words,
simple sentences and simple chants
by observing the principles of
pronunciation.
1, 2, 16, 19, 20,
21, 24
3. Choose / identify pictures or
symbols corresponding to groups of
words or sentences heard.
3, 4, 5, 6, 7, 14,
17
4. Answer questions from listening
to or reading sentences, dialogues
or simple tales
8, 9, 23
1.3 Present information,
concepts and opinions through
speaking and writing.
1.Give data about oneself or
familiar topics
25
2. Categorise words according to
the types of persons, animals and
objects about which they have
heard or read.
15
2.1 Understand the
relationship between
languages and cultures of
native speakers and can apply
this understanding
1. Speak and make accompanying
gestures by observing social
manners/culture of native speakers.
28
3. Participate in language and
cultural activities suitable to their
13, 30
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appropriately. age levels.
Learning Standards Indicators Items
2.2 Understand the
similarities and differences
between languages and
cultures of native speakers
and those of Thais and apply
this understanding
appropriately.
1.Tell differences concerning
sounds of the alphabets, groups of
words and simple sentences in
foreign languages and those in Thai
language.
11
4.1 Use foreign languages in
various situations in
educational institutions,
communities and societies.
1. Listen/speak in simple situations
in the classroom
12, 18, 22, 26, 27,
29
2.2.2 The semi-structured interview was designed to elicit the information on
the background of the teachers, teaching load, curriculum implementation and problems
regarding English learning and teaching arrangements for primary three students. The
questionnaire contains three sections. The 8 items in section 1 concern personal information.
The 9 items in section 2 deal with learning and teaching arrangements. Section three
comprises the total of 19 items, two of which are open-ended questions regarding problems
and suggestions while the rest is concerned with teaching problems and teachers’ needs.
The researcher consulted related documents and research to ensure that the
observation form and semi-structured interview encompassed all the teaching techniques and
problems related to teaching listening and speaking skills to primary three students. After
these two research instruments were presented to three experts to check for their content
validity, 41 items were reduced to 30 items. Then there was a pilot test of these research
instruments with teachers not in the subjects. The question items were revised again prior to
the observation.
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
2.4 Data Analysis
The data was categorized under English and non-English-majored teachers. As
the number of subjects was small, the researcher used actual figures to report the results of
the study.
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3. Results
1. According to the data analysis, three subjects held the bachelor degree in
English while the rest held the bachelor degree in other majors including educational
technology, tourism and Chinese. These six subjects had experiences of teaching English for
primary 3 between 1-5 years. Two of the subjects attended the training “Teaching English for
Primary Three Students Curriculum B.E. 2551”, one of whom was an English major graduate
while the other was non-English major graduate. The other four subjects had no experience
with the training as they were not selected by their schools to participate in the training. Two
subjects with English major qualifications rated all their English four skills as “good” while
the other rated all the skills as “fair”. One subject with other major qualifications rated
him/herself as “good” for all the four skills, another rated all as “fair” while the other rated
listening and reading skills as “good” and speaking and writing skills as “fair”. Regarding the
learning and teaching arrangements for each unit, the subjects designed their teaching plans
by studying the curriculum, the guidelines for learning and teaching arrangements or the
textbooks used in the classrooms, and then writing the lesson plans by themselves. The data
obtained from the open-ended questions revealed the common teaching problems faced by
the six teachers. These included the students could not remember vocabulary, had no
confidence when speaking, and had insufficient lessons (1 hour a week).
2. The researcher collected the data from the observation of English speaking
and listening teaching techniques and analyzed them as shown below.
Table 1: Results of Teaching Listening Observations Categorized by Qualifications
Aspect Techniques
English
Major
Non-English
Major
Yes No Yes No
Presentation
1 Introducing lessons by having English conversations
with students 0 3 2 1
2 Reading words aloud 3 0 3 0
3 Using gestures to present vocabulary 0 3 2 1
4 Using realia to present vocabulary 1 2 0 3
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
According to the Table 1, the six teachers introduced the new vocabulary
during the presentation stage by having students listen to their own pronunciation of the
words rather than to music or native speakers from CD. Both groups of teachers had different
techniques when teaching vocabulary: the teachers with English major qualifications often
used pictures as their teaching aids whereas the teachers with other major qualifications often
used gestures. During the practice stage, it was found that non-English majored teachers
provided more opportunity for listening to the students when compared to their English major
counterparts. In the production stage, only one teacher had students categorize the parts of
speech of the words.
5 Using pictures to present vocabulary 2 1 1 2
Aspect Techniques
English
Major
Non-English
Major
Yes No Yes No
6 Using synonyms/antonyms to present vocabulary 0 3 0 3
7 Using games, finger-plays and songs to teach
vocabulary or dialogues 1 2 1 2
Practice
8 Answering students’ questions in English. 0 3 1 2
9 Repeating questions until students can
understand 1 2 1 2
10 Having students follow English instructions 1 2 2 1
11 Teaching phonics 0 3 1 2
12 Using tape recorders to teach dialogues 1 2 2 1
13 Teaching cultures of native speakers through songs 0 3 0 3
14 Teaching new words through songs 0 3 0 3
Production
15 Having students categorize vocabulary 0 3 1 2
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
Table 2: Results of Observation of Teaching Speaking Categorized by Qualifications
Aspect Techniques
English
Major
Non-English
Major
Yes No Yes No
Presentation
16 Modeling how English words are pronounced
several times 2 1 1 2
17 Focusing on word meaning 2 1 1 2
18 Using pictures /word cards /games as prompts 2 1 1 2
Practice
19 Giving opportunity for students to practice their
pronunciation 3 0 2 1
20 Correcting students’ mispronunciation 3 0 2 1
21 Having students practice pronunciation/speak
orally 2 1 2 1
22 Having students practice speaking with teacher or
in pairs 1 2 2
1
23 Teaching grammar inductively 2 1 2 1
24 Allowing sufficient time for students to learn
difficult language aspects 2 1 1 2
25 Having students talk about themselves and familiar
topics 2 1 1 2
26 Having students practice conversations in unison 2 1 1 2
27 Having individual students practice conversation
with teacher 1 2 1 2
28 Teaching social etiquettes and having students
practice 0 3 0 3
Production
29 Having students to do role play to practice 0 3 0 3
Presentation
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
speaking
30 Having students talk about festivals or special days 0 3 0 3
The observation of teaching speaking skills (Table 2) during the presentation
and practice stages revealed that the English-majored teachers were more likely than their
non-English-majored counterparts to focus on the word usages in sentences, demonstrate by
themselves the pronunciation of words, provide English conversation examples and give
importance to pronunciation problems of the students. During the production stage, none
arranged any activities that helped students review speaking English expressions they had
learnt in the presentation and practice stages even though the textbook used by these teachers
contained activities for revision at the end of each unit.
Table 3-4 illustrate the subjects’ quality of teaching English listening and
speaking skills, which can be divided into high quality, moderate quality and low quality as
shown. The quality here was judged by the researcher while observing the class. Only the
items concerning quality of teaching were presented.
Table 3: Quality of Teaching Listening Skill Categorized by Qualifications
Item Teaching Techniques
English
Major
Non-
English
Major
H M L H M L
1 Introducing lessons by having English
conversations with students 0 0 0 1 0 1
2 Reading words aloud 0 1 2 1 0 2
3 Using gestures to present vocabulary 0 0 0 1 0 1
6 Using synonyms/antonyms to present vocabulary 0 0 0 0 0 0
8 Answering students’ questions in English. 0 0 0 1 0 0
9 Repeating questions until students can
understand 0 1 0 1 0 1
10 Having students act out 0 0 0 1 0 0
11 Teaching phonics 0 1 0 1 0 1
Proceedings-Teaching Techniques-006 12 4th International Conference on Humanities and Social Sciences
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Ta
ble 4: Quality of Teaching Speaking Skill Categorized by Qualifications
Note: 1. H (High) = Correct pronunciation, grammar and meaning.
2. M (Moderate) = Pronunciation, grammar and meaning were fairly and consistently
correct.
3. L (Low) = Much unclear and incorrect pronunciation. Incorrect grammar use. Wrong
meaning.
Concerning the quality of teaching pronunciation in listening and speaking
activities, Table 3 revealed a surprising result in that non-English-majored teacher were able
to use more English in class and with high quality. For example, they conversed with students
while the English- majored- teachers spoke did not (items1 and 8). Non-English-majored
teachers had students act out according to their instructions and presented dialogues in
English with a high quality while the English-majored teachers were able to do so with a
moderate quality (items 9, 10and11).
Taking pronunciation into account, the data from table 3 and 4 show that non-
English-majored teachers outperformed English major teachers. Moreover, one of the
subjects with English majored qualification had mispronunciation (item 16). With regard to
listening tasks for students (items 8 - 12), non-English-majored teachers also outperformed
the English majored teachers. Thus, it can be concluded that overall, the non-English majored
12 Exposing students to listening activities such as
from teachers or CD 0 0 0 1 0 0
Item Teaching Techniques
English
Major
Non-
English
Major
H M L H M L
16 Modeling how English words are pronounced
several times 0 0 2 1 0 0
20 Correcting students’ mispronunciation 0 0 3 1 0 1
21 Having students practice pronunciation/speak
orally 0 0 2 1 0 1
23 Teaching grammar inductively 0 1 1 1 0 1
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
teachers outperformed the English major counterparts in terms of the quality of teaching
listening and speaking skills.
4. Discussion
Based on the results from the teaching observation, it could be concluded that
the ability of teaching English listening and speaking skills among primary 3 English teachers
in Amphoe Muang, Songkla province was dissatisfactory. In terms of modeling the language,
not all six teachers’ pronunciation were at an acceptable level. Oftentimes, they conveyed
wrong meanings in some situations. These would negatively influence the students’ English
learning abilities. Most important of all, this happened at the very young age, which might
contribute to fossilization later. The research also revealed that the ability of teachers with
English major qualifications did not differ from that of teachers without English major
qualification. These teachers often used Thai as a medium of instruction during the
presentation, practice and production stages. These findings agreed with the research by
Rungsirin Chanhom (2006) which showed that the majority of foreign languages teachers
resorted to Thai as a medium of instruction. The teachers in this research relied heavily on
textbooks and used pictures as teaching aids for vocabulary teaching. This also corresponds
to the finding by Apichart Kaewmak (2011) who found that most teachers accounting for
54.5 percent used pictures as their teaching aids in the presentation and production stages.
This might be because pictures were easily available and could help students learn the
definitions of vocabulary more easily. The teachers in this research preferred pronouncing the
words themselves rather than having students listen to the native speakers on the audio
recordings or videos. They usually spoke English when they taught the content, often in short
English sentences or sometimes, they translated the content into Thai. Teaching listening and
speaking in this way robs the chance of practicing and developing language skills from the
students who deserve to be exposed to native speakers’ pronunciation as much as possible.
The fact that teachers do not use English as a medium of instruction provides little chance for
students to practice their listening skills and to use the language for communicative purposes
(Richards, 2006).
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
Furthermore, it was found that, overall, the teachers spent little time in the
practice stage of instruction, focusing more on practicing speaking skills rather than on
listening skills. The teachers pronounced words as an example only a few times before asking
the whole class to repeat the words after them and then calling on students randomly to
pronounce the words. If the students mispronounced or used incorrect language, the teachers
would ask the students to pronounce the words again or to have the students listen to their
pronunciation once again before asking the students to repeat after them. However,
sometimes, the teachers moved on to a new word despite the students’ mispronunciation.
Apart from this, some of the teachers did not give much attention whether the students
understood the meanings of what was being learnt. Some of the teachers tried to convey the
meaning but failed. For instance, the teachers had students act out the story but the storyteller
was a student in the classroom. This confused the students that “I” meant third-person
pronouns (he, she). The teachers’ problem with language proficiency corresponded to the
research by the Ministry of Education (2553) which found that 51.91 percent of teachers
rated their own English proficiency as unsatisfactory.
According to the principle of teaching English for communicative purposes,
teachers should center on the correct use of language by having students memorize language
patterns and use the language during the practice stage of instruction (Richard, 2006). Yet, in
terms of English pronunciation among the six subjects, it was noticeable that, overall, non-
English major teachers had better pronunciation than their English major counterparts. The
pronunciation problems for the English major teachers in this research comprised not
releasing such final consonants as /t/, /p/, no stress and intonation. For example, their voice
did not go up at the end of the Yes/No questions, among many others. These pronunciation
problems corresponds with the research by Chonlada Laohawiriyanon et al. (2007) which
found that English teachers for Level 1 students had pronunciation problems, for example,
not releasing the final consonants and mispronunciation due to the influence of southern Thai
dialect. This problem is critical since once the students have early exposure to incorrect
pronunciations, they will mispronounce the words and will finally grow so used to
mispronunciation that the correction of it is difficult. Paisit Boriboon (2011) mentioned in his
essay on the development for teaching listening and speaking skills for primary students that
students should be exposed to the pronunciation of native speakers so that they can acquire
the correct pronunciation and native accent as much as possible.
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
Regarding the learning and teaching arrangements during the production stage,
it was found that the teachers had students do exercises related to spelling and sentence
structure in the textbooks rather than review the listening and speaking skills previously
learnt. In fact, the learning activities during this stage are critical indicators of whether
students understand the content and can apply it into real life or not. Teachers therefore
should assign learning tasks or situations similar to real-life circumstances so that students
can make the most use out of what is being learnt previously in this production stage
(Littlewood, 1981).
According to the research results, the teachers had rather little understanding
of techniques in teaching listening and speaking skills. They lacked teaching knowledge and
teaching skills. The learning activities designed by the subjects were not relevant to the skills
being focused on as it should have been. This was in line with the study by Duangporn
Noopong (2002) who found that the most common problem among secondary 1 English
teachers was the lack of teaching knowledge and teaching skills whereas the second most
common problem concerned the arrangements of language tasks. This also corresponds with
the research by Chonlada Laohawiriyanon et al. (2007) which found that the teachers who
engaged in the Training in Teaching English Listening and Speaking Skills for Level One
Students in Nakhon Sri Thammarat lacked the understanding of the relationship between
teaching English and the curriculum. As a result, their teaching was weak in content. Some of
the subjects did not clearly understand that the curriculum focusing on listening and speaking
skills require them to start teaching listening and speaking skills and allocate as much time as
possible to listening and speaking practices. The point that primary English teachers who
possessed were not English-majored had low teaching quality (Wichit Srisa-ann, 2010) and
had no confidence in teaching (Chonlada Laohawiriyanon et al, 2011) was after all merely a
part of the problem as this research has indicated otherwise that English majored teachers did
not outperform non-English majored teachers when it came to teaching English.
5. Limitations
Since this research compared the similarities and differences of teaching
English speaking and listening skills by primary three English teachers who were English
majored with non English-majored teachers in schools in Amphoe Muang, Songkla within a
limited period of time, the sample size was small so that the research could be successfully
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
done within such limited timeframe. Moreover, the researcher observed the teaching of one
chapter. These research results therefore could not be generalised to primary English teachers
other than this six subjects when it comes to the teaching of listening and speaking skills.
6. Suggestions
Based on the research results concerning the techniques used in teaching
English listening and speaking skills for primary 3 students, the researchers would like to
suggest the following:
1. The concerned organizations including school administrators should
encourage and provide opportunities for both teachers with English teaching qualification and
those without to attend English language training and training on techniques in teaching
listening and speaking skills and on the English curriculum. This can help them deepen their
understanding how to design teaching activities that are more likely to meet the goals of the
curriculum.
2. Teachers should educate themselves about teaching techniques and useful
activities for their teaching. They should also practice language skills especially listening and
speaking skills in order to increase the quality of their teaching.
7. References
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sciences and humanities, 17(6), 23 - 59.
Chanhom, R. (2006). Conditions and Problems of Foreign Languages Teaching in
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Crystal, D. (2003). English as a Global Language (2nd
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Graddol, D. (2006). English Next. The United Kingdom : British Council.
Kaewmak, A. (2554). Instructional Materials in Songkhla Private Secondary Schools
from Teachers’ Perspectives: Use, Problems and Needs. Minor Thesis. Prince of
Songkla University.
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April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University
Laohawiriyanon, C., Limpeanjud, T., & Sriwattanachat, P. (2007). English listening and
speaking: research on the effects of intensive English teacher training at
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of Songkla University.
Littlewood, W. (1981). Communicative Language Teaching. New York: Cambridge
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