Introduction
Rationale
A significant number of Vietnamese fresh graduates express concerns about their inadequate English proficiency in the workplace, particularly in communication skills, despite being competent in their fields This issue likely arises from deficiencies in English teaching and learning at both university and lower academic levels It is crucial to reassess current teaching methods aimed at enhancing students' speaking abilities.
Communicative Language Teaching (CLT) has emerged as a transformative approach to teaching second and foreign languages globally, emphasizing interaction as both the means and ultimate goal of language learning (Nunan, 1991) This approach encourages students to actively engage in classroom exchanges to improve their speaking skills, necessitating a shift in the roles of teachers and students In contemporary classrooms, learner-centered learning has gained prominence, granting students greater autonomy while teachers assume roles such as facilitators, assessors, and organizers (Harmer, 2001) To further balance the dynamics between teachers and students, elicitation teaching has gained traction in English classrooms worldwide.
The communicative approach has been integrated into Vietnam's national curriculums across all educational levels, from elementary to post-secondary Despite the global trend towards communicative teaching, Vietnam faces challenges due to the prevailing grammar-translation method Vietnamese students often exhibit passivity and shyness in language classes, while teachers typically adopt the role of "expert," focusing on transferring knowledge rather than fostering active participation Although elicitation is recognized as a vital tool for teaching speaking skills globally, its effectiveness in Vietnam has been limited This study aims to explore teachers' perceptions of elicitation and its actual implementation to gain deeper insights into the issue.
The use of elicitation techniques in teaching speaking skills has not been thoroughly explored in Vietnam Notable studies include Pham (2006), which focused on using elicitation to teach vocabulary to 11th-grade students in Hanoi; Tran (2007), which examined elicitation techniques for teaching speaking skills to grade-10 students at Hanoi Foreign Languages Specializing School; and Nguyen (2011), who investigated the application of elicitation techniques by fourth-year students during their teaching practicum at the University of Languages and International Studies, Vietnam National University.
While previous studies have explored elicitation techniques in educational contexts, gaps remain that the current research aims to address The initial researchers focused on high school students, whose learning behaviors differ significantly from those of university students, while the latest study concentrated on student-teachers working with English majors, diverging from the present study's context Additionally, Pham's (2006) research was limited to vocabulary teaching, overlooking other essential language skills This study seeks to bridge these gaps by investigating the use of elicitation techniques in teaching speaking skills to first-year non-English major students, thereby contributing to the existing body of knowledge and enhancing pedagogical approaches.
The current study highlights the challenges faced by first-year university students, particularly newcomers, in adapting to a new academic environment and learning strategies, especially when English is not their major These difficulties can have long-term negative impacts on their academic performance if not addressed In response, the University of Engineering and Technology (UET) has implemented policies to improve graduate quality, including requiring English proficiency for graduation Consequently, investigating teachers' use of elicitation techniques in teaching English speaking skills to these students has become increasingly important.
Aims and objectives
In doing the research, the author attempted to address three main aspects Firstly, the study investigated how teachers conceived about elicitation in teaching speaking skill
The study examined both the theoretical concepts and their practical application, with a particular focus on students' evaluations of the impact of elicitation teaching on their performance To achieve these objectives, the research addressed specific questions regarding the effectiveness of this teaching method.
1 What is teachers‟ concept of elicitation in teaching English speaking skill to first-year students of UET, VNU, Hanoi?
2 How do they employ elicitation in teaching English speaking skill to first-year students of UET, VNU, Hanoi?
3 What effects does the employment have on students?
Scope of the study
The research primarily examined teachers' use of elicitation techniques specifically in speaking lessons to enhance student participation Consequently, it did not address the application of these techniques in other lesson types or the effects on different linguistic skills.
Also, as stated in the earlier part, the research targeted at freshmen of UET, VNU only, which excluded those from other academic levels and institutions.
Significance of the study
This research represents a significant effort to address an ongoing issue that requires deeper exploration Upon completion, it promises to deliver valuable insights and benefits to students, teachers, educational administrators, and researchers in related fields.
Students and teachers at UET, VNU, Hanoi, directly benefit from the research findings, gaining insights into the application of elicitation teaching to enhance student participation Teachers can identify challenges in their teaching methods and collaborate on effective solutions, while students become more aware of their rights and responsibilities to engage in class discussions, leading to increased speaking opportunities during lessons.
Educational administrators may be provided with a close and comprehensive view into the current situation before implementing necessary amendments in terms of curriculum, facility provision and other policies
Researchers of the relevant fields can also refer to the present work for literature review
In general, students, teachers, educational administrators and researchers are those who are likely to benefit from the study in different ways.
Overview of the rest of the paper
The rest of the paper consists of four following chapters
Chapter 2 provides background theories underlying the issue including definition of key concepts and relevant knowledge in accordance with a review of related studies of the same field
Chapter 3 presents the methodology of the research including features of participants, research setting, research instruments, data collection and data analysis procedure
Chapter 4 reports and discusses findings which answer the four research questions
It also offers recommendations to relevant parties so as to accomplish a higher effectiveness of elicitation teaching
Chapter 5 summarizes major findings, highlights contributions of the research, puts forward practical suggestions for future research as well as addresses noted limitations of the study
In conclusion, the initial chapter has presented basic understanding of the research including rationales for doing the research, objectives, scope, significance and overview of the rest of the paper.
Literature review
Communicative Language Teaching
Communicative Language Teaching (CLT) has become the predominant approach in English language classrooms globally, significantly influencing the planning, implementation, and evaluation of English Language Teaching (ELT) programs since its inception in the early 1970s (Kumaravadivelu, 1993) Richard (2005) provides a comprehensive understanding of what language educators mean by "communicative," highlighting the essential role of CLT in modern language instruction.
Communicative Language Teaching (CLT) encompasses a framework of principles focused on the objectives of language education, the processes through which learners acquire a language, effective classroom activities that enhance learning, and the dynamic roles of both teachers and students within the learning environment.
Communicative Language Teaching (CLT) encompasses a comprehensive legal framework that must be adhered to in order to enhance learners' communicative competence, which is the primary objective This perspective contrasts with Harmer's (2001) assertion that CLT focuses on learning sequences designed to boost students' communication skills Furthermore, Rudder (2000) supports this notion, emphasizing the importance of structured approaches in language education.
Language serves as a vital tool for communication and self-expression, highlighting the importance of teaching students not only the language itself but also how to effectively communicate in it To enhance learning in a communicative classroom, educators are encouraged to employ diverse tools that foster authentic interactions, with elicitation techniques being one effective method.
Elicitation
Many CLT teachers recognize elicitation as a common teaching practice, yet interpretations of the term differ widely This variation may arise from the lack of clear definitions in academic literature Essentially, elicitation can be understood as the process of drawing out responses, facts, or answers from individuals, often requiring effort.
Elicitation techniques play a crucial role in various scientific fields, particularly in English language classrooms where teachers must effectively utilize these methods to encourage student participation According to Darn and Cetin (2009), elicitation involves prompting learners to provide information instead of the teacher supplying it directly This approach fosters engagement and enhances the learning experience, as highlighted in the Dictionary of Language Teaching and Applied Linguistics.
Elicitation techniques are essential tools in language teaching, enabling teachers to engage students actively in producing speech and writing By adopting these techniques within the framework of Communicative Language Teaching (CLT), educators can enhance their students' speaking abilities effectively This research emphasizes the importance of incorporating elicitation methods to foster a more interactive and productive learning environment in English language classrooms.
Teachers utilize five essential tools to encourage student dialogue, fostering a truly communicative classroom environment Previous research by Chu (2009) provides an in-depth analysis of the elicitation tools employed in Communicative Language Teaching (CLT) classes.
Asking questions is a vital technique for encouraging student participation and eliciting ideas and opinions in the classroom Darn (2008) emphasizes that questioning is not only a natural part of communication but also one of the most powerful tools available to teachers It plays a key role in classroom management, student engagement, and enhancing understanding However, effective questioning requires both an art and a science, as teachers must carefully consider the number of questions posed, the timing, and the types of questions asked to minimize teacher talk and maximize student contributions Doff (1988) highlights that the focus of eliciting techniques lies in selecting the right questions to draw out the desired language from students.
Scholars have classified question types in various ways, with Doff (1988) presenting a fundamental categorization that includes Yes/No questions, Or questions, and Wh-questions Yes/No questions are effective for assessing students' understanding of lesson content and maintaining their focus Or questions require students to choose between options, encouraging careful consideration of their responses Wh-questions, which begin with words like what, who, where, when, and which, are particularly valuable for gathering specific information and assessing students' comprehension of new material Consequently, Wh-questions are the most preferred method for promoting student engagement during class discussions.
Darn (2008) conducted a comprehensive review of question types, revealing various typologies and taxonomies Central to this discussion is Socratic questioning, which is crucial for eliciting responses (Ur, 1996: 53) Additionally, Darn highlighted Bloom's taxonomy, which categorizes questions into six types aimed at developing and assessing thinking skills Bloom emphasized that the primary goal of creating a taxonomy of educational objectives is to enhance communication in the classroom According to Darn, classroom questions can be classified into two main categories.
Display questions are essential tools for assessing learners' prior knowledge and understanding of previously taught material These questions typically concentrate on the form or meaning of language structures and items, with answers that teachers already possess.
Referential questions are essential tools for enhancing students' abilities to offer additional information, express opinions, and clarify or explain concepts These questions emphasize content over language, often necessitating follow-up or probing inquiries, and their answers may not be known to the teacher.
Mehan (1979) identified four key types of elicitations, often referred to as questions, which include choice, product, process, and metaprocess The choice type seeks learners' agreement or disagreement with a teacher's statement or requires a yes/no response The product type asks for factual information, such as names or places The process type invites students to share their opinions or interpretations, while the metaprocess type poses the greatest challenge, as it requires students to articulate the reasoning behind their answers or explain the procedures they used to arrive at their conclusions.
The taxonomies of questions proposed by Doff (1998) and Mehan (1979) exhibit commonalities, despite differing perspectives and focuses Both frameworks emphasize that questions serve a crucial role in assessing students' comprehension of new information while also stimulating their prior knowledge.
Darn and Cetin (2006) emphasize the significance of providing input alongside elicitation, with pictures serving as an effective source of such input Doff (1988) identifies the use of pictures as one of the simplest methods to elicit new vocabulary or structures, particularly during the warm-up stage of lessons to engage students According to Doff (1988: 166), teachers should utilize pictures to set the scene and prompt students with questions about their observations, predictions, and feelings Additionally, pictures are not only effective in stimulating student conversation but are also cost- and time-efficient, as they can be sourced from textbooks or supplementary materials A strategic combination of visual aids and well-crafted questions can significantly enhance learning outcomes.
Many ELT experts, as highlighted by Chu (2009), advocate for the use of games in language learning, challenging the traditional belief that learning must always be serious Lee (1995) supports this notion, asserting that it is possible to enjoy the learning process Wright, Betteridge, and Buckby (1984) emphasize that while language learning requires significant effort, games can help maintain learners' interest and motivation When well-chosen and effectively integrated into lessons, games provide a meaningful context for language use, offering students a break while allowing them to practice new skills in an engaging manner (Ersoz, 2000) To maximize these benefits, teachers should carefully consider the selection and implementation of games in their lessons.
When organizing a game in an educational setting, it is essential to consider various factors such as the number of students, their proficiency levels, cultural contexts, timing, the learning topic, and the classroom environment (Nguyen and Khuat, 2003).
Eliciting ideas and background information in the classroom often involves input from various sources, such as teacher anecdotes, texts, images, or videos, fostering knowledge sharing between educators and students (Darn & Cetin, 2006) Doff (1988) emphasized the importance of using texts and dialogues to guide students in understanding language use and context Authentic materials serve as valuable language samples that enable students to create their own responses, bridging the gap between classroom learning and real-world application (Wilkins, 1976, as cited in To & Nguyen, 2008) Therefore, careful selection of texts and dialogues is crucial, taking into account the syllabus, students' learning styles, interests, and other relevant factors.
Related studies
The eliciting technique is an effective method widely used in teaching English, particularly within the communicative approach This significance has led to increased research interest from scholars both internationally and domestically.
One of the seminal studies on eliciting techniques in English lessons is “Eliciting Spontaneous Speech in Bilingual Students: Methods and Techniques” by Cornejo, Ricardo, and Najar (1983) This research provides an overview of traditional methods for eliciting language from students and advocates for the use of interviews to encourage student dialogue Additionally, it introduces innovative techniques to promote spontaneous conversations among students and teachers However, the study has notable limitations: it was conducted outside of Vietnam, making its findings less applicable to the Vietnamese language teaching context, and it focused on bilingual students whose cultural and educational backgrounds differ significantly from those of Vietnamese EFL students Domestic researchers can help address this gap by tailoring their studies to the specific needs of Vietnamese learners.
In the research titled “Maximizing Learning Potential in the Communicative Classroom” by Kumaravadivelu (1993), the impact of elicitation teaching on learning potential in Communicative Language Teaching (CLT) classes was examined The observational study, which analyzed two contrasting episodes, concluded that effective elicitation techniques enhance the communicative nature of English classes and maximize learning potential These findings significantly bolster confidence in the efficacy of elicitation teaching However, the small scale of the study may limit the generalizability of its results.
The Communicative Language Teaching (CLT) approach has gained prominence in upper-secondary schools across Vietnam, leading to numerous studies in the field One notable research is titled “Using Elicitation Techniques to Teach Vocabulary to 11th Form Students in Hanoi.”
Pham (2006) explored the teaching of vocabulary to 11th-grade students in Hanoi, focusing on the use of elicitation techniques and offering pedagogical recommendations for their effective application While the study's findings significantly contribute to the field, it has limitations Primarily, it concentrated solely on vocabulary teaching, which does not encompass other essential components like grammar, pronunciation, and the four macro skills: listening, speaking, reading, and writing Additionally, the research was conducted in classrooms that had not yet adopted new textbooks, relying instead on outdated teaching methods.
One year later, another research on elicitation was carried out by Tran (2007) named “eliciting technique to teach speaking skill to grade-10 students in HFLSS”
The author conducted an investigation into the use of eliciting techniques by teachers to instruct grade-10 students at HFLSS in Hanoi, identifying key advantages of this approach Challenges in implementing these techniques were also recognized, prompting essential pedagogical adjustments The study particularly emphasized speaking skills; however, a notable limitation was the focus on students from FLSS, which restricts the generalizability of the findings to a broader population across the city and country.
In a recent study, Nguyen (2011) investigated the use of eliciting techniques by fourth-year student-teachers during their practicum at the University of Languages and International Studies, Vietnam National University (ULIS, VNU) The research focused on how these techniques were applied in teaching English to first-year students at the English Division 1, Faculty of Teacher Education Nguyen's study aimed to assess the frequency, effectiveness, challenges, and potential solutions for improving the impact of elicitation in teaching However, due to the differing teaching context, the current researcher has chosen to explore this topic further.
These listed gaps intensify the significance of the current study which targets at elicitation techniques teachers use to teach speaking skill to non-major university students
In this chapter, the researcher defines key terms and reviews relevant theories, highlighting the use of elicitation techniques as a means for teachers to enhance student participation in class through a communicative approach While elicitation teaching offers both advantages and challenges, it is essential for educators to consider specific principles during its implementation Building on previous studies, this research explores the application of elicitation in a new context and approach.
Methodology
Research settings and participants
In their first academic year, students aim to achieve A1 and A2 levels as per the Common European Framework of Reference (CEFR) within two semesters, attending 6 credit hours weekly divided into two classes Utilizing the Communicative Approach to enhance both communicative competence and linguistic skills, the curriculum incorporates the New English File Elementary and Pre-intermediate textbooks by Clive Oxenden, Christina Latham-König, and Paul Seligson Additionally, students are encouraged to engage in self-study using the accompanying workbooks and other recommended materials, with a strong emphasis on pronunciation through the resource Pronunciation in Use Elementary by Jonathan Marks.
The assessment structure includes two mid-term tests and one final exam, with the mid-terms comprising a written test in Week 9 and an oral test in Week 13 The final exam occurs at the end of each semester and integrates various skills, excluding the oral component The grading breakdown is 25% for the first mid-term, 15% for the second, and 50% for the final exam, while an additional 10% is allocated for attendance and participation.
Students at UET, VNU primarily specialize in technical sciences, which often leads to varying levels of English proficiency influenced by their backgrounds and high school education By graduation, students are expected to reach a B1 level on the CEFR scale Each academic year, around 400 first-year students are enrolled, divided into approximately 15 classes of 25 to 30 students each Prior to the implementation of the credit program in the 2010-2011 academic year, UET students were placed in classes based on their English proficiency levels.
At present, students of different levels are randomly put into one class
The Department of English comprises 14 teachers, each responsible for two class contacts across different classes Most of the faculty members are relatively young, aged between 24 and 34, with teaching experience ranging from 2 to 12 years Despite their limited experience, 80% hold a Master's Degree, while the remaining teachers are on track to complete their Master's courses soon Furthermore, they consistently engage in training workshops and actively participate in annual scientific research activities.
Since this study investigated the use of elicitation in real classroom settings, both teachers and students were involved as subjects of the research
The research emphasizes the role of teachers in elicitation teaching, while also recognizing students as key beneficiaries, observers, and evaluators of the process Approximately 80 students were selected for the questionnaire to address Research Question 3, representing nearly one fifth of the total population.
The survey's student selection adhered to the principle of random sampling, which is essential for generalizing results to a larger population (Cohen, Manion, and Morrison, 2000: 100) This method allows every student an equal opportunity for selection, ensuring that the choice of one does not affect the chances of others, thereby promoting diversity and enhancing the study's validity Consequently, the researcher carefully selected four classes from a total of 15 to implement this approach.
In these four chosen classes, the researcher selected 20 students from each to approach
To enhance the study's representativeness, stratified sampling was utilized to select the 20 students effectively The researcher categorized the entire class population into sub-groups, ensuring a more accurate and representative sample.
“contains subjects with similar characteristics” (Cohen, Manion and Morrison, 2000:
101) Their A1 scores are the only criterion for different categories which serve the later selection
Score range Number of students selected
Table 1: Categorization of selected students
Students from various backgrounds often exhibit differing perspectives on the same issue Although the researcher faced external challenges that limited her access to only two classes, she made a concerted effort to select a diverse group of students to ensure a broad range of viewpoints.
In this research focused on teachers, a meticulous selection process was implemented for both the questionnaire and interview sessions Out of 14 teachers in the Department, 10 were invited to provide their insights and experiences regarding the topic under investigation, with eight of these selected from four previously chosen classes to facilitate a comparative analysis between their responses and their students' evaluations Additionally, six of the 10 teachers participated in the subsequent interview session.
Research Instruments
The survey research utilized three essential tools: questionnaires, semi-structured interviews, and classroom observations This integrated approach was designed to produce valid and reliable data, ensuring comprehensive insights into the study's subject matter.
The first data collection method utilized was questionnaires, distributed to both teachers and students, which are commonly used in primary research Wilson and McLean (1994) highlight the merits of questionnaires, noting their ability to provide structured, numerical data, be administered independently of the researcher, and facilitate straightforward analysis (cited by Cohen, Manion, and Morrison, 2000: 245) Additionally, the researcher found that conducting a questionnaire survey among a large group of UET freshmen and teachers was both time-efficient and less labor-intensive Milne (1999) also acknowledged these advantages.
Questionnaires are versatile tools that can range from factual inquiries to opinion-based assessments, incorporating formats such as tick boxes and free text responses Despite their varying structures, they are commonly perceived as a quick and straightforward method for gathering information.
The research involved two main sections in both teacher and student questionnaires: personal information collection and the main content The teacher questionnaire aimed to address the concepts of elicitation in teaching English speaking skills and their practical application, while the student questionnaire focused on the effects of these teaching methods on learners To ensure honest and objective feedback, the questionnaires were meticulously crafted, starting with a brief introduction to the research purpose and a request for cooperation, along with a guarantee of confidentiality The main questions were primarily multiple-choice and table grading, with minimal open-ended questions to prevent fatigue, especially among first-year students Additionally, the student questionnaire was translated into Vietnamese to enhance comprehension, avoiding overly technical language, while the teacher questionnaire remained in English.
In general, the questionnaire was carefully designed in terms of both appearance and content for the highest return rates as well as the usefulness of the responses
While questionnaires are effective for data collection, they have notable disadvantages, particularly in the limited depth of responses they provide In contrast, interviews are crucial for gathering in-depth information that goes beyond initial questionnaire results As noted by Cohen, Manion, and Morrison (2000: 268), interviews are a widely used research tool in surveys and experimental contexts In this study, a semi-structured interview approach was utilized to explore details more thoroughly.
The researcher conducted six semi-structured interviews with selected teachers, ensuring face-to-face interaction for a more personal approach Each interview began with a session for sharing personal information, and to prevent misunderstandings, all discussions were held in Vietnamese With the interviewees' consent, responses were documented and tape-recorded to capture essential details accurately Additionally, any unclear points were clarified during the interviews, enhancing both the quantity and quality of the collected data.
Classroom observation is essential for achieving a high level of objectivity in research, as highlighted by Cohen, Manion, and Morrison (2000: 305), who noted that observational data allows researchers to collect real-time data from actual classroom situations By conducting lesson observations, researchers can validate findings obtained from questionnaires and interviews, with a specific focus on how teachers utilize elicitation techniques in their instruction.
Prior to the observation date, a checklist was created to guide the process However, due to various external challenges, the researcher was only able to attend two lessons: File 1D in Group 2 and File 3 Practical English.
Group 10 The lessons were also filmed so that the analysis work became more favorable and accurate
In summary, the integration of three key research tools—questionnaires, interviews, and classroom observations—yielded a substantial collection of valid and reliable data for the researcher, which will be analyzed and presented in the following chapter.
Data collection procedure
The data collection procedure can be divided into two main stages including the preparation and actual implementation
A comprehensive research design was developed, including participant selection, data collection instruments, and analysis methods Initial drafts of questionnaires and interview schedules were created, followed by a pilot survey conducted with a small group of students from the target population Based on feedback from the pilot, significant revisions were made to enhance the questionnaire Additionally, a classroom observation framework was established, taking into account the research objectives and the nature of the observed lessons The final preparatory step involved obtaining written consent from interviewees and scheduling the interview dates.
This stage consisted of three steps related to activities carried out both outside and inside classrooms
Step 1: Teacher questionnaires and students were issued to get initial responses Step 2: Classroom observation was conducted in two lessons, the choice of which could not be determined by the researcher herself but on permission
Step 3: Teacher interview was done right after the observed classes were finished
It was the suitable time for the interviewer to clarify any points that she found ambiguous or worth asking about the observed lessons as well as about the questionnaires.
Data analysis procedure
The researcher analyzed questionnaire results by classifying and synthesizing the data, initially converting verbal responses into charts for clarity This was followed by a detailed explanation of the findings Additionally, semi-structured interviews were transcribed and analyzed, enhancing the presentation of the questionnaire results to provide readers with a deeper understanding of the situations explored.
Regarding classroom observation, the researcher made a thorough analysis on the observation details videoed from the two lessons The results then were double-checked with those of questionnaires and interviews
The research engaged 80 freshmen and 10 English teachers from UET, VNU through questionnaire surveys, interviews, and classroom observations The findings were synthesized and analyzed, ensuring a clear and reader-friendly presentation in the following chapter.
RESULTS
Data analysis and discussion
Research question 1: What is teachers’ concept of elicitation in teaching English speaking skill to first-year students of UET, VNU?
Teachers’ concept of elicitation in teaching speaking
The questionnaire survey began with the question, “How often do you teach speaking skills by having students provide information rather than supplying it yourself?” This question serves a dual purpose: it assesses teachers' awareness of elicitation techniques in speaking instruction and determines the frequency with which they utilize these techniques To avoid biased responses, the research refrained from explicitly naming this teaching method and instead provided an equivalent definition.
Figure 1: Frequency of elicitation teaching
The pie chart illustrates that "usually" accounts for the largest share at 70%, followed by "often" at 20% In contrast, only 10% of respondents indicated "sometimes," while "rarely" and "never" received no responses These statistics suggest a significant prevalence of elicitation teaching methods in speaking courses for first-year students at UET, VNU, aligning with Teacher 1's perspective.
Teacher 1 when interviewed affirmed her frequent use of elicitation in teaching speaking as: “As an English teacher of new generation where CLT is widely advocated and exercised, I strictly follow teaching methods of this approach I try to give students more chance to talk rather talk myself for most of the time As far as I am concerned, the method that we‟re talking about is called “elicitation” in ELT.”
Nguyen‟s (2011) also found out that elicitation is frequently used in English classrooms, no matter whether they are taught by teachers or would-be teachers
Teachers demonstrate a strong awareness of the elicitation technique in teaching speaking to their first-year students, utilizing this method with high frequency.
Teachers’ concept of benefits of elicitation in teaching speaking skill
1 Checking students’ understanding of the focus issues
3 Increasing students’ talking time/Decreasing teachers’ talking time
6 Exposing students to incidental useful language
7 Having students learn how to guess 0 0 50 50 0
Table 2: Benefits of elicitation teaching
Teachers' feedback on the impact of elicitation in enhancing speaking skills was predominantly concentrated in the top three levels of a 1-5 scale Notably, no additional effects were suggested by the teachers beyond those listed by the researcher.
The chart clearly indicates that elicitation significantly enhances student talking time while minimizing teacher talking time, a benefit recognized by all respondents Following closely in importance, the second position highlights additional advantages of this teaching method.
In a recent survey, 60% of educators emphasized the importance of activating students' background knowledge, while 40% rated it slightly lower Elicitation emerged as a valuable tool for assessing students' understanding and measuring their proficiency, with an equal split of 50% of teachers selecting both Point 4 and Point 5 Notably, none of the respondents rated these aspects below Point 3 However, "keeping students motivated" ranked fifth, with 40% of participants acknowledging its significance Additionally, the impact of "exposing students to incidental useful language" was also highlighted.
“having students learn how to guess” attracted only 20% of the respondents for Point 4 but up to 80% for Point 3
It can be inferred from the figures that elicitation was agreed by teachers to have a number of positive effects on students‟ speaking skill Teacher 5‟s answers affirmed that:
Elicitation teaching significantly enhances student engagement by encouraging more active participation in discussions, moving away from traditional passive learning methods This approach not only fosters better communication skills among students but also allows teachers to assess their students' English proficiency more effectively, ultimately strengthening the teacher-student relationship.
T8 emphasizes the importance of using elicitation in teaching speaking, stating that it serves as an effective tool to gauge student attention and comprehension.
Observation of Group 2 indicated similar findings, particularly during the lesson on "The Devil's Dictionary," where the teacher introduced the theory of relative pronouns and clauses, assuming prior knowledge from high school This approach encouraged student participation in developing the theory rather than merely presenting information However, the observer noted that the teacher struggled to reduce her speaking time, as eliciting correct answers through questioning proved to be just as demanding as providing direct answers Occasionally, the teacher left answers incomplete, prompting students to infer the missing information, which contributed to an engaging classroom atmosphere.
The research revealed that teachers recognize the significant benefits of elicitation in enhancing speaking skills, a notion that aligns with the views of numerous authors globally.
Such an evaluation and observation reached an agreement that elicitation was considered a highly effective tool in teaching speaking skill to UET freshmen
Teachers’ concept of the shortcomings of elicitation teaching
While elicitation has been recognized for its advantages for both teachers and students, it also presents notable drawbacks The identified shortcomings in the discussions were generally of a moderate nature, indicating that neither side experienced overwhelming challenges.
“never” nor “usually” constituted a high percentage out of the entire respondents No teachers added any other shortcomings to the list provided by the researcher
Usually Often Sometimes Rarely Never
Figure 2: Shortcomings of elicitation teaching
1 Is time-consuming 4 Tends to be hard for teachers to approach shy students
2 Causes more teachers‟ speaking time 5 Tends to be easily abused by teachers
3 Causes particular students to dominate speaking
The survey results indicate that the primary disadvantage of elicitation teaching is its time-consuming nature, with 90% of respondents acknowledging this issue, where 10% indicated it occurs "often" and 10% "usually." Additionally, half of the teachers believe that this teaching method tends to increase teachers' talk time Concerns regarding elicitation leading to certain students dominating discussions and making it difficult for teachers to engage shy students were noted, but these issues were deemed less significant, as most surveyed teachers reported that they manage these challenges effectively.
“sometimes” than “often” and even “rarely” encountered these problems The respondents were least affected by the fact that “elicitation is easily abused by teachers”
The questionnaire data were well supported by some of the interviewees‟ sincere sharing Teacher 1 said:
Elicitation is a valuable technique for effectively facilitating lessons, but it can also be challenging and time-consuming At times, attempting to elicit a word or explanation from students can take significantly longer than simply providing the information directly, particularly when students struggle to grasp the elicitation process Additionally, paraphrasing questions or adjusting elicitation methods can be exhausting and may prolong the teaching process compared to straightforward presentations.
Teacher 6 agreed with the Teacher 4 on the time consumption of elicitation as follows:
To encourage more student engagement, I focus on creating diverse teaching aids and designing interactive activities rather than relying solely on traditional resources like textbooks and blackboards While preparing lessons for in-class discussions is essential, the actual questioning process can be time-consuming, and my plans may not always unfold as intended, even with my adaptability.
Implications
The above findings contribute to the construction of significant pedagogical implications which are bound to better the employment of elicitation method in EFL
Darn (2009) supports the findings of this research, emphasizing that elicitation is a fundamental technique that should be utilized consistently throughout lessons, not just at the start The effective use of the five types of elicitation can enhance student motivation and help achieve lesson objectives Teachers must understand the nature, advantages, and disadvantages of elicitation to maximize its impact While elicitation is proven to increase student talk, it does not necessarily reduce teacher talk Therefore, teachers should strategically balance the timing of elicitation and presentation to foster meaningful interactions and address the time management challenges associated with elicitation teaching.
Effective questioning is a crucial technique for teachers, as highlighted by Doff (1988) While specific knowledge questions can activate students' background knowledge, excessive use may lead to silence rather than stimulating discussion Therefore, educators must be mindful of their questioning strategies to encourage student engagement.
Teachers should wait for students to volunteer their responses, as not all students may feel confident, and prolonged silence or incorrect answers indicate the need for teacher input (Darn, 2009) When reacting to student responses, educators must decide whether to correct them immediately or simply acknowledge their contributions with gestures and brief comments Additionally, students can elicit responses from one another during brainstorming activities, fostering confidence and group cohesion while reducing the focus on the teacher It is crucial for teachers to direct questions to a diverse range of students and provide extra support for those who are struggling.
The study highlights the underutilization of eliciting techniques such as pictures, texts, dialogues, games, activities, and body language in teaching To enhance elicitation, teachers should meticulously plan lessons, anticipating potential challenges and adapting tasks as needed, while remaining flexible to optimize time management Additionally, to engage shy or inactive students, it is essential to encourage participation through pair and group work, while motivating them with diverse games and activities Implementing localization and personalization can further enhance engagement Ultimately, for a successful lesson, students must also recognize their responsibilities by actively supporting the teacher's elicitation efforts and becoming more confident in voicing their thoughts in class.
This chapter highlights key findings regarding teachers' understanding of elicitation teaching, its practical application, and students' assessments of its effectiveness The results provide valuable insights that can guide teachers in enhancing their use of elicitation techniques in the classroom.