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    Questionnaire and Questions For Research 2

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    TSL2-0617 Aik Yong Qi
    This document contains a questionnaire that seeks to understand perceptions of English teachers in Malaysian primary Chinese schools (SJK(C)) regarding factors that affect students' English speaking fluency. The questionnaire covers teachers' teaching experience and strategies, tasks, and materials used to promote fluency. It also examines perceived factors in the classroom environment, students' backgrounds, and teachers' attitudes that may influence students' English speaking ability. The goal is to address the issue that some Malaysian primary students lack English speaking proficiency by gathering teacher perspectives on how to improve students' fluency.

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    Questionnaire and Questions For Research 2

    Uploaded by

    TSL2-0617 Aik Yong Qi
    44 views5 pages
    This document contains a questionnaire that seeks to understand perceptions of English teachers in Malaysian primary Chinese schools (SJK(C)) regarding factors that affect students' English speaking fluency. The questionnaire covers teachers' teaching experience and strategies, tasks, and materials used to promote fluency. It also examines perceived factors in the classroom environment, students' backgrounds, and teachers' attitudes that may influence students' English speaking ability. The goal is to address the issue that some Malaysian primary students lack English speaking proficiency by gathering teacher perspectives on how to improve students' fluency.

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    Questionnaire and Questions for Research 2

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    This document contains a questionnaire that seeks to understand perceptions of English teachers in Malaysian primary Chinese schools (SJK(C)) regarding factors that affect students' English speaking fluency. The questionnaire covers teachers' teaching experience and strategies, tasks, and materials used to promote fluency. It also examines perceived factors in the classroom environment, students' backgrounds, and teachers' attitudes that may influence students' English speaking ability. The goal is to address the issue that some Malaysian primary students lack English speaking proficiency by gathering teacher perspectives on how to improve students' fluency.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    44 views5 pages

    Questionnaire and Questions For Research 2

    Uploaded by

    TSL2-0617 Aik Yong Qi
    This document contains a questionnaire that seeks to understand perceptions of English teachers in Malaysian primary Chinese schools (SJK(C)) regarding factors that affect students' English speaking fluency. The questionnaire covers teachers' teaching experience and strategies, tasks, and materials used to promote fluency. It also examines perceived factors in the classroom environment, students' backgrounds, and teachers' attitudes that may influence students' English speaking ability. The goal is to address the issue that some Malaysian primary students lack English speaking proficiency by gathering teacher perspectives on how to improve students' fluency.

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    Perceptions of SJK(C) English Teachers on Students’ English Speaking Fluency and

    Factors Affecting Students’ Speaking Fluency


    It was found that some of the primary school students in Malaysia cannot speak English language
    fluently and this can lead to low English speaking proficiency among Malaysians. This questionnaire
    seeks to remedy this situation by including your perceptions on students’ English speaking fluency
    and factors affecting their speaking fluency.

    Background:
    a. What is your age?
    ☐ below 30 ☐ 30-40 ☐ 40-50 ☐ above 50

    b. How long you have been teaching English subject in Primary Chinese School?

    ☐ less than five years

    ☐ 5 to 15 years

    ☐ 15 years and above

    Part I: Teaching of Speaking Fluency


    1. Teaching Experience
    a. How many hours do you spend in teaching speaking every week?

    ☐ less than 1 hour

    ☐ 1 hour

    ☐ more than 1 hour

    b. What do you think are the important aspects of speaking skills?(may choose more than 1)
    ☐ range of vocabulary ☐ grammar ☐ pronunciation ☐ fluency ☐ confidence

    c. Do you have students who have problems in speaking fluency?


    ☐ Yes. Explain:___________________________________________
    ☐ No.

    2. Teaching Strategies
    a. What teaching strategies you commonly applied in teaching speaking fluency in English?
    (choose at least 3)

    ☐ antiphonal reading (groups of students reading selection or text in unison)

    ☐ choral reading (students reading together in unison)

    ☐ echo reading (Students immediately echo a phase read by a skilled reader)

    ☐ paired reading
    ☐ readers’ theatre
    ☐ repeated reading (students practice reading a selection until it is read with zero mistakes)

    ☐ others:_________________________________________________________________

    b. What are the reasons for using the above strategies? Explain:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________

    3. Teaching Tasks
    a. What are the speaking tasks that you have carried out in your ESL classroom in
    promoting speaking fluency among your students?

    ☐ role-play
    ☐ drama
    ☐ simulations
    ☐ information gap
    ☐ brainstorming
    ☐ interview
    ☐ storytelling
    ☐ picture-narrating
    ☐ discussions/debates
    ☐ others:_____________________________________________________________

    b. The tasks above can promote speaking fluency in the following ways:

    Agree Disagree Unsure


    1 Develop students’ comfort with certain forms or
    . structures
    2 Motivate students, increase their self-confidence
    .
    3 Express themselves through verbal expressions
    . together with gestures or facial expressions
    4 Use language that is appropriate to the situations
    . and to the characters

    4. Teaching Materials
    a. What types of teaching materials you commonly use for teaching speaking fluency?
    ☐ instructional videos
    ☐ texts in storybooks/newspapers/brochures
    ☐ pictures
    ☐ crafts (puppets/hand puppets/masks)
    ☐ others:____________________________________________________________

    b. Does the teaching materials you used help in teaching fluency? Explain.
    ☐ Yes. _______________________________________________________________
    ☐ No. ________________________________________________________________
    ☐ Maybe._____________________________________________________________

    Part II: Factors Affecting SJK(C) Students’ Fluency in Speaking English


    1. What are the aspects in the classroom that are necessary in promoting speaking fluency?
    (may choose more than 1)
    ☐ teachers’ teaching style
    ☐ classroom size
    ☐ classroom activities
    ☐ arrangement of seats
    ☐ others:_________________________________________________________________

    2. Do you think students’ backgrounds (mother tongue/ socioeconomic status) can affect
    their fluency in speaking English? Explain.

    ☐ Yes._________________________________________________________________

    ☐ No.__________________________________________________________________

    ☐ Maybe._______________________________________________________________

    3. Do you think teachers’ attitudes (behaviours/feedbacks) can affect students’ fluency in


    speaking English? Explain.

    ☐ Yes._________________________________________________________________

    ☐ No.__________________________________________________________________

    ☐ Maybe._______________________________________________________________
    4. Apart from those mentioned above, what are other factors you think can affect SJK(C)
    students’ fluency in speaking English? Explain.
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________

    Interview Questions:
    Part I: Teaching of Fluency
    1. Teaching Experience
    a. How long you have been teaching English subject in Primary Chinese School?
    b. What is your students’ fluency levels in speaking English approximately?
    c. How many hours/periods you spend to teach fluency in speaking every week?

    2. Teaching Strategies
    a. What are the teaching strategies you have applied in teaching fluency in speaking
    English?
    b. Why do you choose those strategies in teaching fluency?
    c. Do you think those strategies are suitable for your students? Why?

    3. Teaching Tasks
    a. In promoting fluency in speaking English, what are the teaching tasks you have carried
    out in your ESL classroom?
    b. How does these tasks can help to promote fluency among your students?
    c. As there are students who are of different language levels and their fluency in speaking
    English might be different, how will you carry out the tasks among them?

    4. Teaching Materials
    a. What types of teaching materials you have used for teaching fluency?
    b. Why do you choose those materials and how they can help in teaching fluency?

    Part II: Factors Affecting SJK(C) Students’ Fluency in Speaking English


    1. Classroom Learning Environment
    a. Do you think learning environment in classroom can affect SJK(C) students’ fluency in
    speaking English?
    b. How does it affect students’ fluency?
    c. In your perception, how does an ESL teacher can create a classroom learning
    environment that can promote fluency in speaking English among SJKC students?

    2. Students’ Backgrounds
    a. What do you think about students’ backgrounds in affecting their fluency in speaking
    English?
    b. Do you think their first language can affect their fluency in speaking English?
    c. There are students who are from different socioeconomic status in your classroom, do you
    think this will affect their fluency in speaking English as well? How?

    3. Teachers’ Attitudes
    a. In your perspective, does teachers’ attitudes can affect students’ fluency in speaking
    English? How?
    b. What are the examples of positive attitudes that you think are best help in teaching
    fluency?

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