THE IMPACT OF USING THE LECTURE METHOD ON TEACHING ENGLISH AT UNIVERSITY

Khalid Abdulbaki, Muhamad Suhaimi, Asmaa Alsaqqaf, Wafa Jawad

Abstract


This paper deals with the effectiveness of the lecture method of teaching at university in improving students’ linguistic and academic skills. Research on English language teaching at universities and colleges in Oman reveal that a high rate of students who finish secondary schools and join higher education institutions could face difficulties in using the English language to meet their personal, social, academic, and career needs efficiently and appropriately. Lectures are popular among university academics for some reasons such as that they are economical in terms of planning, flexible as they can be applied to most content areas and also simple to implement in class. On the other hand, critics argue that lecturing is principally a one-way method of communication that does not involve significant students’ participation. The objectives of this research study are to find out students’ views and opinions of the use of the lecture method in teaching English as well as its strengths and weaknesses. The findings showed that although majority of respondents indicated that they had learned a lot from the lecture material, a number of respondents refer to the lack of motivation to participate during the lecture. Meanwhile, few indicated that there is an opportunity to interact during the lecture although the lecturer is the only authority as he dictates his points of view in class. The implications could be that some lecturers at university may find it the right time for them to accept the fact that actual participation of students in their learning is a significant practice to achieve the goals set by their educational institutions. It certainly does not affect the role of the lecturer as an educator and leader. On the contrary, it could create an active and enjoyable atmosphere for exchanging knowledge and improving skills.

 

Article visualizations:

Hit counter

DOI

Keywords


impact, lecture, method, teaching, university

Full Text:

PDF

References


Alami, M. (2016). Causes of Poor Academic Performance among Omani. Students. International Journal of Social Science Research. 4(1)

Al-Issa, A. (2009b). Omani ELT school curriculum: Policy & practice. Paper presented in the Oman Annual International ELT Conference, The Language Centre, Sultan Qaboos University, Muscat.

Al-Mahrooqi, R. & Denman, C. (2015). Issues in English education in the Arab world. UK: Cambridge Scholars Publishing.

Atkins, M. and brown, G., (2002). Effective teaching in higher education. Taylor &

Francis e-Library.

Biggs, J. and Tang, C. (2007). Teaching for quality learning at university. Maidenhead: Open University Press.

Bligh, D. A. (2000). What's the use of lectures? (1st Ed.). San Francisco: Jossey- Bass Publishers.

Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco: Jossey-Bass.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey.

Brookfield, S.D. (1996). Understanding and facilitating adult learning. Milton Keynes: Open University Press. pp.1-49.

Brown, S & Race, P. (2002). Lecturing: A practical guide. London: Routledge.

Brumfit, C & Carter, R. (Eds.). (1986). Literature & language teaching. Oxford & New York: Oxford University Press

Cannon, R. & Newble, D. (2002). A handbook for teachers in universities and colleges: A guide to improving teaching methods. London: Kogan Page Ltd

Carpenter, J. M. (2006). Effective teaching methods for large classes. Journal of Family & Consumer Sciences Education, 24(2),13-23.

Cascio, C. (2015). Factors of poor student performance. Retrieved October 16, 2015, from http://classroom.synonym.com/factors-poor-student-performance-12636.html

Charlton, B. (2006). Lectures are an effective teaching method because they exploit human evolved 'human nature' to improve learning-Medical Hypotheses, 67,261-5.

Cook, V. (2001). Second language learning and language teaching (3rd Edition). New York: OUP Inc.

Daniel, E. (1999). Lecture-discussion method. Retrieved January 30, 2016, from http://www.ils.unc.edu/daniel/214/lecture.html

Davis, B., G. (2009). Tools for teaching. San Francesco: Jessey-Bass.

Donald, J. G. (2002). Learning to think: Disciplinary perspectives. San Francisco, CA: Jossey-Bass Publishers.

Emenyeonu, O. (2012). Student-Centered Learning in Oman: Challenges and Pitfalls. International Journal of Learning & Development, 2(5), 243-254.

Fisher, D. & Frey N. (2008). Better learning through structured teaching. Alexandria, USA: ASCD.

Forrester-Jones, R. (2003). Students' perceptions of teaching: The research is alive and well. Assessment and Evaluation in Higher Education, 28(1), 59-69.

Fry, H., Ketteridge, S. & Marshall, S. (2009). A handbook for teaching and learning in higher education: enhancing academic learning. London: Routledge Falmer.

Galbraith, M. W. (Ed.). (2004b). Adult learning methods: A guide to effective instruction (3 Ed.). Malabar, FL: Krieger.

Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention. 2(9), 29-35.

Gibbs, G. (1981). Twenty terrible reasons for lecturing. SCED Occasional Paper No. 8, Birmingham.

Gilstrap, R. L., & Martin, Wi. R. (1975). Current strategies for teachers: A resource for personalizing instruction. Pacific Palisades, CA: Goodyear Publishing Company.

Hart, S., Dixon, A., Drummond, M.J. & McIntyre, D. (2004). Learning without Limits. Maidenhead: Open University Press.

Heppner, F. (2007). Teaching the large college class: A guidebook for instructors with multitudes. San Francisco: Jossey-Bass.

Hesson, M. & Shad, K. (2007). A student-centered learning model. American Journal of Applied Sciences, 628-636.

Kember, D., & Wong, A. (2000). Implications for evaluation from a study of students' perceptions of good and poor teaching. Higher Education, 40(1), 69-97

Marmah, A. A. (2014). Students’ perception about the lecture as a method of teaching in tertiary institutions. International Journal of Education and Research, (2)6.

McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. Boston: Houghton-Mifflin.

Marmah, A. A. (2014). Students’ perception about the lecture as a method of teaching in tertiary institutions. International Journal of Education and Research, 2(6), 601-612.

McKay, S. (1986). Literature in the ESL classroom. In C. Brumfit and R. Carter (Eds.), Literature and Language Teaching, (191-198). Oxford: Oxford University Press.

Merriam, S. B., & Grace A. P. (Eds.). (2011). The Jossey-Bass reader on contemporary issues in adult education. San Francisco

Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill

Omatseye, B. (2007). The discussion teaching method: An interactive strategy in Tertiary learning. Education, 128(1), 87-94.

Paul, A. M. (2015). Are college lectures unfair? Sunday Review. New York Times. Retrieved 20 October 2016.

Ramsden, P. (2003). Learning to teach in higher education. London: Routledge Falmer.

Richards, J. C. & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Savignon, S. (2007). Beyond communicative language teaching: What’s ahead? Journal of Pragmatics, 39, 207–220.

Silverthorn D. U. (2006). Teaching and learning in the interactive classroom. Adv Physiol Educ, 30(4), 135-140.

Shopov, T. & Pencheva, M. (2001). Whole language, whole person: A handbook of language teaching methodology. Sofia: Passagem Editores.

Tebabal, A. & Kahssay, G. (2011). The effects of student-centered approach in improving students’ graphical interpretation skills and conceptual understanding of kinematical motion. Latin-American Journal of Physics Education, 5(2), 374-381.

Walkin, L. (2000). Teaching and learning in further adult education. Cheltenham: Stanley Thomas Publishers Ltd.

Welkener, M. M., Kalish, A. and Bandeen, H. M. (2010). Teaching and learning in the college classroom. Boston, MA: Pearson Learning Solutions.

Wood, L.N., Sadhbh, J., Petocz, P and Rodd, M. (2007). ‘Learning in lectures: multiple representations‟. International Journal of Mathematical Education in Science and Technology. 38(97), 907 – 915.

Yoder, J. & Hochevar, C. (2005). Encouraging active learning can improve students’ performance on examinations. Teaching of Psychology, 32(2), 91-95.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Khalid Abdulbaki, Muhamad Suhaimi, Muhamad Suhaimi, Asmaa Alsaqqaf, Asmaa Alsaqqaf, Wafa Jawad, Wafa Jawad

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).