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.