Interactive English Teaching: Effects on Students’ Performance

Abstract

The problem of this study is: How does interactive English teaching affect students’ communication skills? This study described the profile of the students in terms of gender, Intelligent Quotient level and achievement in previous English course these variables were made as the basis for grouping of the students into two-the Interactive Group and the Traditional Group. Their level of performance was assessed before and after their respective treatments as reflected in their pretest and posttest mean scores. Finally, the two groups were compared as to their performance as a result of the different treatments made. The main respondents of this study were thirty (30) freshmen students of Tomas del Rosario College (TRC) taking up Bachelor of Science in Hotel and Restaurant Management (BSHRM), Bachelor of Science in Nursing (BSN) and Bachelor in Elementary Education (BEED) this Academic Year 2009-2010. They were selected according to gender, Intelligent Quotient level and achievement in previous English course. Statistical treatment used for the analysis and interpretations of data were: frequency counts, mean and percentage distribution were employed to get the profile of the respondents, t-test was used for testing the significance difference of means. One of the findings disclosed that traditional method seemed effective, it is highly recommended that this strategy could still be made a part of the instructional techniques of the college. However, teachers should use varied traditional methods so that boredom will be eliminated and students will be more motivated, to work and learn.



Author Information
Lemuel Fontillas, Bataan Peninsula State University, Philippines

Paper Information
Conference: ACLL2013
Stream: Language Learning

This paper is part of the ACLL2013 Conference Proceedings (View)
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