Enhancing Oral Participation Across the Curriculum: Some Lessons
from the EAP Classroom
John Trent
Hongkong Institute of Education
CRITIQUE PAPER
Enhancing Oral Participation Across the Curriculum: Some Lessons
from the EAP Classroom
John Trent
Hongkong Institute of Education
Summary
“English” as tagged as the “universal language” has become the
medium of instructions in education institutions worldwide. It
has been increasingly adopted as postsecondary education language
(Coleman and Phillipson, 2006.) In fact, it was being emphasized
in 2004 review of language education at the University of Hong
Kong, an English Medium of Instruction (EMI) institution.
However, “reticence” becomes the issue which was one of the bases
of this paper. This paper focused on Chinese learners and the
alleged reticence in English language use. One group of
undergraduates was being examined at an English medium of
instruction university in Hong Kong and they were able to meet
the demands placed upon them for participation in spoken
activities within their English for academic purposes classroom.
Interviews were conducted with students and teachers, classroom
observations, audiovisual recordings of classroom interaction and
documentary analysis were used to understand how students
interact with one another inside the classroom. The results
suggest that learners adopted particular oral roles and drew upon
a range of resources in ways that enabled them to conceptualize
participation in classroom discussion as, in part, the result of
learner agency. Implications for classroom practices in content
classrooms traditionally dominated by a transmission mode of
teaching are discussed.
Critiquing
The researcher comprehensively stated the problem by citing
supporting studies which eventually led to the stated research
problem. It reflected a deductive approach wherein general ideas
were presented leading to specific which was the statement of the
problem itself. With this statement, “English should be the
lingua franca for all formal and informal communication
throughout the university” (University of Hong Kong, 2004, p. 9),
he clearly stated the idea that English is indeed a language of
instructions and communications in universities. He emphasized
this claim by stating “To attain this goal it was argued that
measures should be taken to encourage students to use English as
a medium of spoken and written communication on campus”
(University of Hong Kong, 2004, p. 31).
The researcher utilized a descriptive method wherein data
were collected through interviews, classroom observations and
questionnaires. The data collected were validated through data
triangulation as instructors and language teachers were included
as respondents. Moreover, data were tested and validated and
compared in different manner across different locations, teachers
and classes. Biographical setting of the respondents, relevant
documents such as statements of university language policy, the
undergraduate prospectus, the EAC course handbook as well as
classroom handouts were being noted as significant factors in
data analysis. Theoretical categories emerged through data
analysis such as “modes of participation” and “resources of
participation” which give a clearer view of the findings. In
findings, the researcher highlighted hard facts by citing
statement of the instructors and teachers during the interviews
such as “students should be discussing things, getting behind
some of the issues and asking the good questions” (interview,
12/9/05, and “most of our tutorials are rather one-way, I would
just teach this, and then the students just sit there and absorb
the thing” (interview 29/9/05). Evidently stated, modes and
resources of participation had an impact on learners’ language
acquisition and use.
Implicitly stated, the researcher strongly recommends
“enhancement of oral participation” rather than the traditional
transmission mode of delivery which limits the language use
amongst the learners. Realistically true, if the learners are
given freedom to express themselves, their speaking skills will
be enhanced, and their fluency will also be developed. Another
recommendation in this study is that there is a need to “reduce
the gap between the stated language policies of different EMI
tertiary institutions within Asia and the realities of student
participation in classroom discussion.”
If I were to enhance a part of the study, I will modify the
“context and participants” part as I think more respondents
should be included and other respondents should be coming from
other departments such as Business Management students and
Education students. This may seem a bit harder because of the
scope of the study, however, it may give reliable results and
positive recommendations. This may give varied data analysis and
conclusion which will support the theoretical categories
concerning modes of participation and resources of participation.
The study gave realistic implications for us language
teachers which will be helpful as we go back in our respective
stations. Truly, at some point, we unconsciously neglect our
students as we unconsciously deprive them the opportunity to
speak and participate in the classroom discussion and activities.
At times, we opt to choose students who are just capable of
giving the response that we are expecting and this should stop.
We should promote oral participation, allow each student to
participate and express themselves freely, for them to learn how
to use the language and be used to it. We should also eradicate
the negative feelings upon using the language as the learners
usually fear to use it and to commit mistakes. We should
encourage each of the learners to participate each session for
them to be at ease and eventually, they will be confident in
doing so.
Trent’s research is a comprehensive and insightful one. Upon
reading, I gained more insights which encourage me to create
positive transformations in my classroom settings during my
language class. Through it, I am beginning to plan activities
which will encourage my students to not just use the English
language but to love it as well. Creating positive classroom
environment will entice the learners to participate and to set
aside their fears of committing mistakes which will overshadow
their reticence in using the language. Positive classroom
environment will transform “peer pressure” into “peer teaching”
which will develop their collaboration and individual self-
esteem.
The overall idea I had gain in this study is that as a (language)
teacher, we have the power to change “reticence” into
“confidence” so as to improve the language learning across the
curriculum.
