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E-ISSN: 2707-188X

Effective of English instructional program on developing a

university student's fluency

Dr. Mahdi Adam Othman Omer1

E-mail: [email protected]

Received: 23 Sept. 2020, Revised: 24 Sept. 2020, Accepted: 3 Oct. 2020

Published online: 6 Oct. 2020.

Abstract

The aim of this study is to investigate the causes and solutions of the

declining in Sudanese university students English fluency during the last

three decades (1990-2020). To investigate the research problem, the

study strives to find answers for the following questions:1. To what

extent can the Arabicization affect students' fluency? 2. Will the

cancellation of English literature from the secondary stage affect

students' fluency? 3. To what degree can other factors like lack of

English listening labs, the change in education ladder and curriculum

affect students' speaking fluency? The researcher conducted qualitative

and quantitative study to investigate participants' views and levels. The

participants in this study were (300) Sudanese university students and

30 university doctors from well-known Sudanese universities. The

1 Assistant Professor, English Language Department, Jouf University, Saudi Arabia.

Middle East Journal for Scientific Publishing

Vol. 3, Issue No.3, 31-49 (2020)

https://creativecommons.org/licenses/by-nc/4.0/

mailto:[email protected]

https://www.mejsp.com/

https://journals.mejsp.com/?lang=ar

Effective of English instructional program on developing a university student's fluency

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researcher used two questionnaires to investigate the respondents' views

toward factors that may affect students' speaking fluency. Besides, pre

and posttest of English speaking were developed and applied to measure

students' levels and to investigate the development in their levels after

finishing the program. The course duration was 12 weeks. The study

took place in Sudan, in June 2019. The results of the questionnaires

show that, all questions raised above have negative affect on students'

speaking fluency. As for pre and posttests of speaking, the result was

significantly different in favor of the post test. The study recommends,

the need of effective speaking program for developing students' fluency

regarding the factors mentioned above.

Keywords: fluency, Arabicization and Sudan.

1.0 Introduction

It is clear that Sudan is an x-British colony and the English language is

used as second language in official treatments in all governmental departments

and in curriculum development. Referring back to the literature of English

language teaching in Sudan, we notice that from 1920.s up to the mid of 1980.s

English was taking its place as the basic language of communication in most

governmental sectors. During that period of time, all curricula developed and

subjects at university taught in English except religious studies in Arabic.

English laps were used and literature was taught from intermediate level. The

students' fluency in English was very high and their communication level was so

advanced. The development that happen in their language skills was no longer

continue because of the decline happened since 1990 up to date. The basic

reasons of English speaking fluency declining at Sudanese universities are the

Arabicization, lack of practice, scarce of English laps, the change in the

educational ladder, in addition to some other factors. Understanding the nature


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of these problems will help the researcher to find clear cut answers and solutions

for many questions. From the other hand, most Sudanese students at universities

develop their English speaking fluency through intensive listening and speaking

at English laps, school practice, and some other individual practice with friends.

The traditional methods and approaches have been used in developing students'

fluency in most universities in the past and have been influenced by three

models-the so-called bottom-up, top-down, and interactive models. These

models are still important, and essential, but not the best and still many factors

make it difficult to develop one model for these diverse group of learners.

Developing of new program is so important for filling this gap and

understanding of factors that may affect our fluency. Thus, this study strives to

develop an English instructional program to develop student's fluency in English

through effective speaking program. The most important findings of this study

revealed that the program was effective on developing learners' fluency and

communication competences. Also, there are many factors that can affect

students' fluency in English. In short, speaking fluency in English need more

practice and understanding of different communication forms. It also depends on

achieving a certain levels of language skills. Many research findings show that

developing speaking fluency is important part of learning a second language

because it helps learners to communicate effectively and understand how

languages work.

Speaking seems to be the most important skills of all the four skills

(listening, speaking, reading and writing) because people who know a language

are usually referred to as speakers of that language (Ur, 1996). The major goal

of all English language teaching should be to give learners the ability to use

English effectively, accurately in communication (Davies & Pearse, 1998).

However, not all language learners after many years studying English can


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communicate fluently and accurately because they lack necessary speaking

knowledge.

(Brown & Yule, 1983). In reality, many language learners find it difficult

to express themselves in spoken language in the target language. Each student

has their own problems.

Nation & Newton (2009) believe that performance conditions can affect

speaking performance. The four types of performance conditions that Nation &

Newton (2009) suggest include time pressure, planning, the standard of

performance and the amount of support. Affective factors one of the most

important influences on language learning success or failure is probably the

affective side of the learner (Oxford, 1990).

2.0 Methods and Procedure

In this study, the research methodology is described in terms of procedure

and data collection tools. It aims to achieve the purposes and the aims of the

study. It is obvious that there are no ideal methods in teaching. However, the

learners' needs and their levels can decide the methods and the program needs.

The researcher used different methods, techniques and followed different steps

as detailed below:-

1- Held an interview to get the necessary information and gave respondents a

chance to, better understanding, expressing opinions openly, share experiences,

describe the problems etc…

2- Designed a questionnaire to investigate respondents' views towards the

program and the factors that can affect students' speaking fluency.

3- Used pre and posttest in English language speaking so as to define learners'

levels, and to investigate the effective ness of the program on developing

students' fluency after taking the posttest of speaking.


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4- Conducted around 60 speaking lessons and more than 75 different activities

during the program periods of 12 weeks= (72) hours.

5- Used different drilling practices (intensive speaking practice, videos, audios,

filling the gab quizzes, matching, comprehension questions, yes-no or true-false

questions, practicing conversation and oral discussions about the topics in

speaking and tests reviewing.

6- Weekly speaking exams and intensive speaking group discussion.

2.1 Participants of the study (university students and doctors)

The participants of the study were (300) students from different Sudanese

universities and (30) staff members. The students' levels in English speaking

fluency were varying and all of them are from Sudan.

2.2 Variables of the study

In this study, the variables are defined as independent and in dependent

variables. Independent variables are represented in the English language

speaking program for developing students' speaking fluency, whereas dependent

variables are represented in the great development that occurred on the students'

English language speaking fluency.

2.3 Teaching Materials and instruments of the study

The researcher has used the following materials and instrument:-

1- Used the questionnaire as data gathering tools to investigate respondents'

views towards the suggested speaking program.

2- Conducted pre-posttest of speaking to investigate levels and needs

3- Developed an integrated effective English speaking program.

4- Used videos, audios, visual aids, pictures, other materials etc...


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2.3.1 Description of the questionnaire design and collection of data

The questionnaire aimed to investigate the respondents' views toward the

English language speaking program and some other factors.

The questionnaire was constructed based on the following points:-

1- based on the research questions and the need of the study.

2- consulting (30) experienced staff members and (300) students.

3- regarding students' level and focusing on speaking fluency development and

factors that can affect speaking and fluency.

4- using of simple instruction and clear questions for easiness.

2.3.2 The validity of the doctors and students' questionnaires

As for validating of the questionnaire questions, they were submitted to

the academics' experts in order to investigate their clarity and suitability to

learners' level and needs. Based on their recommendations and advices, the

researcher designed the questionnaire questions.

2.3.3 The Pre and posttests of English language speaking fluency

The pre and posttest aim to define participants'' speaking fluency, their

English speaking levels and to find out the expected change in their speaking

fluency after finishing the English speaking program.

The pre and posttests were constructed base on the following:-

1- Reviewing of different Sudanese research findings of speaking.

2- Reviewing the literature of teaching speaking at Sudanese universities and

defining the area that needed evaluation. The pretest of speaking consisted of

direct interview, describing pictures and free talk about specific topics. For test

validation, the researcher submitted them to the jury of academic specialist and

native speakers who teach English as second language at Jouf university. The


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jury members and the teachers were requested to judge the clarity of the

questions and their suitability to students' levels and the area that the test aimed

to measure.

Based on their recommendation and advices, the tests were designed. As

for test-retest reliability, the researcher computed the reliability before

administrating the test to participants. The test was given as first test (T1) to 300

students in june,2019. And then 12 weeks later, the same test is given as second

test (T2) to the same group of learners under the same conditions, after finishing

the English language course. Then, the correlation coefficient between the first

and the second test was calculated using the correlation coefficient analysis. The

scores on two occasions were perfectly correlated. Referring back to tables (2)

and (3). The reliability coefficient Was between 0,9-0,8 as shown in table (7)

which was statistically highly significant, therefor the pre and posttests were

considered to be reliable.

2.4. The English language instructional program guideline

As for achieving the objectives of the study, the researcher followed the

following important instructional program guidelines:-

1- used effective multi-teaching methods for teaching speaking.

2- used appropriate materials and teaching aids for teaching speaking.

3- defined clear learning objectives based on the program need.

4- taught different lessons in speaking based on students' needs and study

objectives. Based on the teacher's knowledge, the support of experts and

students, the researcher developed this program.

Moreover, these different views have great influence on developing this

program. The researcher has followed a certain plan to guide him to conduct this

program.


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The plan includes the objectives, procedure, teaching activities and some

English lessons. As for students, they were asked to follows certain instructions.

The researcher prepared a context of speaking and listening consists of 60

English lessons and about 80 different speaking activates to train learners. In

addition to that, the researcher used clear instructions and strategies for

planning, revising, and self-regulation during the course teaching development

process.

2.4.1 Characteristic of the speaking Instructional Program

Effective program should be tied to student needs and achieves the

desired goals and objectives. According to Newman (2001, p. 299). Strong

instructional program flows from the use of a “common instructional framework

guides curriculum, teaching, assessment, and learning climate. The framework

combines specific expectations for student learning with specific strategies and

materials to guide teaching and assessment. The distinguishing characteristics of

this study are:-

1- Under developing university students' English speaking fluency.

2- The use of multi teaching approaches, methods and techniques.

3- A pre-posttest were used to identify learners' needs and levels.

4- Using of questionnaires as data gathering tools method.

2.5 Factors affecting students' speaking performance and fluency

Speaking fluency is one of the most common problem for nonnative

speakers in the context of second language speaking. And there are many factors

that can affect students' English speaking fluency:-

1- motivation, confidence, anxiety, listening ability and feedback during

speaking activities. Nation & Newton (2009) believe that performance


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conditions can affect speaking performance. (all these factors were investigated

during study).

2- cognitive factors, linguistic factors, and effective factors (Wang, 2014). the

cognitive factors that affect speaking process include conceptualization,

formulation, and articulation(Levelt,2007). Conceptualization concern with

kinds of information selected to express meaning.

Formulation refers to the ability of speaker chosen the using of proper

words in appropriate grammatical formulation deals with speaker’s ability to

select proper words of grammatical structures. Articulation was speech

articulatory organs that the speaker articulates.

2.6 Identifying learner’s need

The basic task for teacher is to discover, validate, and classify

the learning needs. (Noessel, 2003). Each learner is unique, and brings to

the learning situation his or her own different learning style, knowledge set, pool

of past experiences, and motivation. In learner-centered instruction, it is

important for instructors to consider the level of knowledge and skill

development attained by the learners prior to instruction (Dick, & Carey, 2004).

The needs of learners should be considered within the contexts of:-

1- their current physical, social, intellectual, and emotional development

2- the classroom and school environment

3- the special nature of their communities

4- a wider knowledge, needs, and physical activity patterns of learners. The best

way to get the information is by investigating learner's views. for determining

the readiness of participants for learning, the teacher should decide how to

collect and use data on learner needs. There is no single best way to gather

information about learner's needs, but instructors can anticipate learner needs


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based on their prior knowledge about their skills, content they will need to

achieve and the instructions that they can use. Based on what mentioned above,

the researcher used the questionnaire to investigate learner’s needs about the

program.

3.0 Data Analysis and Discussion

It is obvious that, understand problems and exploring the way of

analyzing facts, figures, and interpretation into meaningful ways is so important

for the study. As for evaluating the program of this study, it should be analyzed

and interpreted. The general population of this study were 300 Sudanese

university students and 30 doctors from different Sudanese universities. Based

on the diagnosed test, the students' fluency level was varying. In this study, the

data have been analyzed and interpreted through tables and figures. The

researcher used graphical representation, data explanation and statistical

methods. this part represents assessment of questionnaire findings with regards

to the biographical data, statistical analysis of the questionnaire's questions and

comparing the results of the pre and posttest of English speaking skills to

investigate students' speaking fluency levels.

3.1 Results of students and doctors' questionnaire questions

3.1.1 The biographical data of students' questionnaires

The biographical data of the students' questionnaire include age, their

English speaking levels and the universities that they were study in.

Table 1: Frequency and percentage of respondents by their (age- English levels and the

universities that they were study in).

Subject Level/range

Percentage (%) and

the total

learners by age (17-19)

72(24%)

(20-22)

122(41%)

Above 22

106(35%)

300

100%


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Frequency

speaking levels

Frequency

good

44(15%)

medium

105(35%)

weak

151(50%)

300

100%

learners by universities

Frequency

Khartoum

77(26%)

Gazera

131(44%)

others

92(31%)

300

100%

Figure 1 ,2 &3: Frequency and percentage of students by age, levels &universities (refer

to table 1 above)

Interpretation of Data

From the table 1 and figures 1, 2 and 3 above, we notice that most

learners' ages range between (20-22) 41%, and 24% of learners' ages range

between 17-19. As for their speaking level. The majority (50%) were weak and

the least (15%) were good.in term of universities, 44% of students were from

students by level

good medium weak

students by ages

(17-19) (20-22) above 22

students by universities

khartoum Gazera others


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university of Gzaea ,26% from university of Khartoum and the lease 31% were

from other universities.

Table 2: Frequency and percentage of doctors by age, years of teaching experiences and

qualification

Subject Level/range Percentage (%) and

the total

learners by age

Frequency

(25-35)

7(23%)

(36-46)

11(37%)

Above 46y.o

12(40%)

30

100%

Years of experiences

Frequency

5-10

3(10%)

11-16

10(33%)

Over 16 y

17(57%)

30

100%

learners by universities

Frequency

Khartoum

(24%) 7

Gazera

13(43 %)

others

10(33%)

30

100%

Figure 4, 5 and 6: Frequency and percentage of doctors by age, experience &universities

(refer to table 2 two above)

doctors by age

25-35 36-46 above46y

doctors by experience

5-10 y 11-16y over 16

doctors by universities

Khartoum Gazera others


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The table 2 and figures 4, 5 and 6 above, show Frequency and percentage

of doctors by age, experience &universities. we notice that most doctors' ages

were above 46year old (40%), 23% of them their ages range between 25-23, and

37% were between 36-46. As for their years of experiences, it is noticeable that

the majority (57%) had an experience of more than 16 years, the lease (10%)

had an experience between 25-35 and around 33% range between 36-46. In term

of universities, 43% of doctors were from university of Gzaea ,33% from other

universities and 24% of them were from university of Khartoum.

Table 3: Identifying students' views toward the factors that have negative and positive

impact on their speaking fluency

Assessing question

Criterion of the problem

Rate Agree Disagree Neutral Total

1. lack of English laps affect fluency negatively

Frequency

Percentage

263

88%

14

4%

23

8%

300

100%

2. English is taught theoretically at universities

without enough practice

Frequency

Percentage

255

85%

14

4%

31

11%

300

100%

3. The program will develop learners' speaking

fluency

Frequency

Percentage

244

81%

26

9%

30

10%

300

100%

4.The methods used in the program are clear Frequency

Percentage

254

85%

25

8%

21

7%

300

100%

5. deletion of literature and Arabicization affect

student speaking fluency.

Frequency

Percentage

249

83%

42

14%

9

3%

300

100%

N= 300 1=agree 2= disagree 3= neutral


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Figures 7, 8, 9, 10 & 11, identifying students' views toward the factors that have negative

or positive impact on speaking fluency


Table 3 and Figures 7, 8, 9, 10 & 11 above, identify students' views

toward the factors that have negative and positive impact on their speaking

fluency. In question 1, We notice that the majority (88%) of students agree that

question 1

agree disagree neutral

question 2


question 4


question 3


question 5

agree medium neutral


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lack of English laps affect fluency negatively, 4% disagree, and around (8%)

neutral. As for question two (2), (English is taught theoretically at universities

without enough practice) we notice that 85% agree ,4% disagree and 11 neutrals.

Concerning question 3, (The program will develop learners' speaking fluency),

we notice that the majority of students (81%) agree ,9 dis agree and 10 neutrals.

Referring to question 4, (4. The methods used in the program are clear) it is

observable that 85% 0f respondents agree, 8% disagree and the least 7%

neutral.as for the final question (5), the highest percent of students 83% agree

that deletion of literature and Arabicization affect student speaking fluency,14%

dis agree and only 3% neutral.

Table 4: Identifying doctors' views toward the factors that have negative and

positive impact on students' speaking fluency.

Assessing question

Criterion of the problem

Rate Agree Disagree Neutral Total

1. Are the methods and materials used in

teaching English at universities satisfying?

Frequency

Percentage

23

76%

2

7%

5

17%

30

100%

2. Will the resent program going to be effective

on developing students' speaking fluency?

Frequency

Percentage

24

80%

3

10%

3

10%

30

100%

3. Can the program develop learners' speaking

fluency?

Frequency

Percentage

26

87%

1

3%

3

10%

30

100%


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Figure: 12 ,13 &14 refer to doctors' questionnaire question 1,2 &3 above.


Table 4 and Figures 12, 13, and 14 above identify doctors' views toward

the factors that have negative and positive impact on students' speaking fluency.

Referring to question 1, (Are the methods and materials used in teaching English

at universities satisfying?) We notice that the majority of doctors (76%)agree

,17% neutral and only 7% dis agree. As for question 2, we notice that the

majority of doctors (80%) agree that program will be effective on developing

students' English speaking fluency, 10% neutral and 10% dis agree too.

Concerning question 3, (Can the program develop learners' speaking fluency?)

we notice that 87% agree,10% neutral and only 3%disagree.

Table:5 Comparing the results of pre and posttest of speaking

total weak medium good grade

300(100%) 151(50%) 105(35%) 44(15%) Pretest of

speaking

question 1


question 2


question 3



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300(100%) 6(2%) 98(33%) 196(65%) Posttest of

speaking

Figure:15 and 16 comparing the results of pre and posttests of speaking


Referring to the two chart and the table above, we notice that there is a

great progress on students' levels after taking the English speaking course. Only

44(15%) students got good out of 300 in the pre-test of speaking, but this

percent jumped to 196(65%) after taking the English speaking program. As for

those who got law score on the pretest of speaking their number consider to be

very high151(50%) out of 300 students, but this percent declined to only 6(2%)

after they have studied the English speaking course which consider to be more

effective.

4.0 Conclusion

The conclusion that can be drawn from the findings of pre and posttests of

speaking, we notice that there is strong relation between the instructional

program and the development on students' levels in speaking skill. In

comparison with the results of the pre and posttests of speaking, it is obvious

that most students' levels before taking the program were weak, and the score

that they got was low. Therefore, we can strongly believe that, the program can

develop students' English speaking skills. This result congruence with many

students' marks of pretest

good medium weak

students' score of posttest

good medium weak


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research result conducted by many researchers. For example, Brown (1983) also

states that “speaking is an interactive process of constructing meaning that

involves producing, receiving and processing information.” Its form and

meaning are dependent on the context in which it occurs, including the

participants themselves, their collective experiences, the physical environment,

and the purposes for speaking. Nunan Asian Journal of Educational Research

Vol. 3, No. 2, 2015 www.multidisciplinaryjournals.com 9 (1999), the speaker

needs communicative competence which includes not only linguistic

competence but also a range of other sociolinguistic and conversational skills

which help him/ her know how to say what to whom and when. To conclude,

developing speaking skill fluency need more conversational practice, intensive

listening, high vocabulary knowledge and it also affects by other factors like

methods, style, technique etc... Further, if learners and teachers match their

teaching methods to the student’ learning style, students will be more successful

and more interested in language. As a result of this study, it recommends that

similar further researches are needed and should be conducted to different group

of students at other universities, regarding other factors.

References

Brumfit, C. (1984). Communicative methodology in language teaching:

The roles of fluency and accuracy. Available [on line] at

http://www.jalt.org/pabsig/ 2003/html/brown.html (accesesed on

12rd August 2012).

Brown, G., & Yule, G. (1983). Teaching the Spoken Language.

Cambridge: Cambridge University Press. Canale, M., & Swain, M.

(1980). Theoretical Bases of Communicative Approaches to Second

Language Teaching and Testing. Applied Linguistics, 1, 1-47.


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Derakhsan, A., Khalili, A. N., & Behesti, F. (2016). Developing EFL

learner’s speaking ability, accuracy, and fluency. English Language

and Literature Studies, 6(2), 177-186.

Dick, W., & Carey, L. (1990). The systematic design of instruction. New

York: Harper Collins. Chapter 1: Introduction to instructional

design (pp. 2-11).

Dick, W., Carey, L. (2000).The Systematic Design of Instruction.

Glenview, IL: Scott, Foresman, and Company.

Diyyab. E. A., Abdel. E. M., & Aly, M. A. (2013). Using a multimedia-

based program for developing students teachers’ EFL speaking

fluency skills. 1-31 Dornyei, Z. (2001). Motivational strategies in

the language classroom. Cambridge: Cambridge University Press.

Doff, A. (1998).

G. Brown and G. Yule, Discourse analysis. Cambridge: Cambridge

University Press, 1983. Pp. xii + 288.

Haidara. Y. (2016). Psychological factor affecting English speaking

performance for the English learners in Indonesia.

Hidayat, N., & Herawati. A. (2012). An analysis factors influencing

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(Wang, 2014). a. Cognitive factors Speaking process include

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