Research in English as a foreign language (EFL) settings indicates that teaching oral communication has been problematic due to various reasons. Teachers’ limited competence, students’ low proficiency level, and the use of inappropriate teaching method are some of the most commonly perceived reasons that compromise effective English teaching to improve students’ oral communication skills. Yet, little is known about English lecturers’ voices of their pedagogical practices, particularly in the context of English teacher education program in Indonesia. The purpose of the study reported in this article was to investigate English lecturers’ voices regarding teaching oral communication to English teacher candidates. Using a semi-structured interview method, data from eleven university English lecturers teaching Speaking and Listening at a university in the Province of Gorontalo in Indonesia were collected. Using a thematic analysis approach, the findings showed one major theme, ‘barriers’, which incorporated three sub-themes: ‘large class and time constraint’; ‘time spent for other roles’; and ‘inadequate teaching facilities’. It is concluded that listening more closely to English lecturers’ voices may help tailor teacher education programs such that improvements in EFL classroom practice can be facilitated. A number of possible solutions generated from the analysis of data were provided in order to assist the lecturers in their pedagogical practices.
Abid, Curtin University, Australia
Paul Dominic Mercieca, Curtin University, Australia
Toni Jane Dobinson, Curtin University, Australia
Stream: Language education
This paper is part of the ACLL2015 Conference Proceedings (View)
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