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Specific steps in the experimental process
Initially, I began to following the research design implemented by previous scholars in their pronunciation studies. For example, the four open-ended items from Part 1 of the pre-questionnaire were repeated in the exit-questionnaire over the duration of the 3 months. I then quantified each of these qualitative items. the pre--questionnaire, I made a list of each area of language learning mentioned by the participants.
Participants were able to note more than one aspect of language learning as well as leave comments, thus there are more answers than the total number of participants in some cases. The categories that emerged were: fluency, conversation, pronunciation, vocabulary, grammar, listening comprehension, reading comprehension and writing skills. I examined the patterns of occurrence for each category which led me to come up with percentages based on the number of times a participant mentioned one of the categories on this open-ended question. I used these percentages to compare and contrast the topics that students identified as most important to learn at the beginning and end of the semester and to current and future language course demands.
I then quantified each of these qualitative items. the pre--questionnaire, I made a list of each area of language learning mentioned by the participants. Participants were able to note more than one aspect of language learning as well as leave comments, thus there are more answers than the total number of participants in some cases.
The categories that emerged were: fluency, conversation, pronunciation, vocabulary, grammar, listening comprehension, reading comprehension and writing skills. I examined the patterns of occurrence for each category which led me to come up with percentages based on the number of times a participant mentioned one of the categories on this open-ended question.
In order to accomplish the experiment and to gather essential data from the experimental study, the researcher carried through numerous steps during the study. In fact, the study lasted for 3 months including 8 lessons.
Step1. In the first lesson, the researcher explained the aim of the research study and mentioned the length of the experiment to the young learners. The researcher asked them whether they would like to participate or not in the experiment. The children agreed to participare and showed their interests to attend in the experiment eagerly.
Then the researcher distributed needs analysis questions and pre-questionnaires to every participant. After having completed doing needs analysis, the researcher read the instruction of the pre-questionnaire. In order to make it much understandable the researcher explained some statements in a eash way and also, stated it was more than welcome for the children to ask the indefinite ones.
Step2. Clearly, the first lesson was the introductory lesson to the topic of the study. The next lessons were conducted using diverse methods and gams in terms of warm-ups, ice breakings and activities which were selected cautiously for the level, age and gender of the young learners as well as the purpose of current research paper.
All the chosen teaching materials were arranged to enrich vocabulary, to improve their speaking and enhance pronunciation competence in English. Furthermore, all the chosen topics were strengthened with the help of clear instructions and games. So as to reach his aspired goals, the researcher chose the games which were really beneficial to increase using of grammatical rules through games.
During the lessons, young learners were willing to speak following simple words and even some difficult and long words to pronounce in English and attempted very hard to be active than any other classroom tasks.
Step3. The researcher carried on conducting lessons on the bases of activities and lesson techniques. The games and methods which were designed by the researcher catered do not focus on the structures only, but they help them effectively, which is the uttermost essential tool in teaching speaking. In fact, during the game, children could be taught at least 2-3 pronunciation rules from each other and use them accurately in their speech.
Step4. At the beginning of each lesson the teacher started with an activity which made the children answer to different types of question using proper vocabulary and correct pronunciation of them.
Step5. Additionally the researcher understood that it was noteworthy to revise vocabulary frequently in order to ameliorate learners pronunciation skills and help them formulate these rules in their daily life usage.
Step6. Finalize the study, the researcher prepared post - questionnaire and distributed it to all children in order to find out the subjects’ opinion and views towards interactive speaking activities and approaches the researcher used. The researcher determined to identify whether there were changes on the subjects’ opinions or not.
Step7. At the final step of the investigation the investigator prepared some activities and use his techniques to check the rise in children’s learning usage of pronunciation rules and fluency in their speech.
The researcher concluded the research study as well as drew a final decision which activities and communicative approach are really helpful and worthwhile and they can be pivotal point of succesful speaking lessons.
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