Impact of Icebreaker Tasks on ESL Speaking Ability

Impact of Icebreaker Tasks on ESL Speaking Ability CHAPTERÂ   Background and Purpose Introduction Speaking is the most demanding skill among English learners and over the past decades, increasing interest in different aspects of improving speaking ability has triggered a variety of investigations, and theoretical discussions that have shed light on improving this ability. Icebreakers will be used in this study to improve speaking ability in adult upper-intermediate EFL learners. Ice breaking means breaking the ice between learners and using ice breakers to encourage students to interact all together. Statement of Problem The lack of proper speaking activities to improve oral production in adult EFL students of upper-intermediate level, results in a poor performance when speaking. This project expects to find valuable information that contributes to overcome the problems adult EFL students of upper-intermediate level face when speaking in the target language in the classroom. Theoretical Framework Speaking skill is as crucial as any other language skills. Shumin (1997) states that learning to speak a foreign language requires more than knowing its grammar and vocabulary. Learners should acquire the skill through interaction with each other. However, it is difficult for EFL learners to speak appropriate English in the classroom because of the limited language use in their real lives. Ice breakers are discussion questions or interaction activities used to help participants relax and ease in learning situation (Dover, 2004). The primary goal for an ice breaker is the development of an environment that is anxiety reducing and, which allows individuals to break the ice or get acquainted with having fun. Pillai (2007) mentions the purpose of ice breakers as helping new and shy students strike a conversation, developing communication skills and team building, breaking cultural barriers among students, promoting a sense of trust and friendship between students, encouraging students, and preparing them to learn by stimulating their minds and/or their bodies. Forbes-Greene (1984) defines icebreakers as tools that enable students to foster interaction, encourage creative thinking, challenge basic assumptions, explain new concepts, and introduce specific material. According to Varvel (2002) ice breaker is an activity used to help individual ease into the group setting. Also, Wright (1999) defines ice breaker as opening communication among students as between teacher and students. Jenkins (2011) argues that ice breaker should be dynamic and simple so as to satisfy students need to establish an appropriate social relationship with other students and teachers and also preview the style and content of the classroom event. According to Sapp (2007) principles of successful ice breakers are as follows: Simple Non-threatening Open ended Relevant Energizing Witkowski (2000) states that some elements should be considered in designing an appropriate ice breaker in the classroom. He listed these elements as follow: Objective Audience Time management Control As a matter of fact, we can say that how well students do in class depends mostly on how well teacher breaks the ice between them. From this point of view, English teachers should reconsider the methodology they can apply in their classes and try to improve their teaching ability. Purpose of the Study In terms of skills, producing a coherent and fluent piece of speech is probably the most important thing there is to do between EFL learners. The present study investigates ice breaking tasks as activities that presumed to play a role in EFL speaking classes. The first question this study tries to answer is whether or not providing students with ice braking tasks as their classroom activities will exert any impact on their speaking skill. According to Peterson (2010), beginning your lesson plans with a five-minute ice breaker can serve to focus your students on the topic, open up creative thinking and help them to apply the learning in new ways. According to Leblanc (2011) ice breaking activities will help students to turn off the outside world and focus on the task at hand. By the end of the ice breaking activity, every student will be ready to learn and being able to focus on their language lesson. Then, a teacher will reach every student and will help their students achieve their language goals. In any classroom, there always are students who are more reticent and are willing to let others do all the participating. By engaging students to take part in a low-risk, ice-breaking activity, teachers will reach every student and will help their students achieve their language goals. Based on the problems and purpose of study, the following research questions were proposed: Does providing students with ice- breaking tasks have any effect on their speaking ability? To what extent ice-breakers improve speaking? What factors can be considered in testing speaking ability of EFL learners? What is the effect of using ice-breakers in improving every factor that considered in testing learners speaking ability? What is the correlation between using ice-breaker activities and students gender? When teachers use ice- breaking as a strategy to improve oral ability in English classrooms? 1.5. Significance of the Study In the age of internet and information technology, speaking English has become so important and many EFL instructors and supervisors understand the essence of the speaking process. Learning to speak English fluently is important to most of the students. Thus, helping students to develop speaking skills is a demanding enterprise for teachers. Using a good ice breaker is important to an English language lesson, as it sets the students up for success on many different levels. According to Flanigan (2011) performing ice breaking activities in English class will help students be in the right frame of mind to learn. Also proper ice breaking activities ensure that students will get the most from their class and they will have fun. 1.6. Research Design and Methodology 1.6.1. Research Design Since real random selection of the subjects is impossible, the researcher made use of intact groups based on the results of students previous general English test scores. Therefore the design which can fit this study is the quasi-experimental design with the pre-test, post-test pattern. In the current study ice breakers are the independent variable and speaking is the dependent variable. Thus the effectiveness of ice breakers, the amount of improvement, factors that can be considered in testing speaking ability, and effect of using icebreakers in every factor will be analyzed quantitatively by data analysis of pre-test and post-test, and qualitatively by analyzing teachers view point about the usefulness of ice-breakers. 1.6.2. Setting and Participants After administering the sample speaking IELTS test, on the basis of the result, 100 students, whose homogeneities is confirmed-will be selected and divided into two groups ,one as the control group and the other one as the experimental group. Coming from different departments such as Science, History, Literature, Computer Science and Civil Engineering, Both groups will attend English classes two times a week throughout the semester (about 18 sessions, 3hours each session). 1.6.3. Data Collection Instruments For collecting data, two instruments have been used in this study. The first ones are different kind of ice breakers that have been gathered from related standard sources. The second instrument is interview with teachers. As we will explain latter, it will elaborate in order to identify some aspects related to the teachers’ point of view about the usefulness of ice-breakers in upper-mediate level, and the students reaction to these kinds of activities. 1.6.4. Data Analysis As it was mentioned earlier, there is a six fold purpose that will promote the present study. This research is mainly an attempt (a) to examine the probable effect of ice breakers on the speaking ability of EFL students at upper-intermediate language proficiency level, (b) to investigate the amount of ice breakers effect, (c) to investigate factors that are considered in testing speaking (d) study the effect of using ice-breakers in improving every factor,(e) measure the correlation between using ice-breaker activities and students gender,and (f) the conditions in which the teachers use ice breakers to cope with reticence in oral English language classrooms. Data for this study obtained from pre-test, post-test, and interview with teachers. Then in order to do statistical analysis, the SPSS software is used. 1.7. Limitation and Delimitations of the Study 1.7.1. Limitations As many other studies, this study suffers from some limitations, those conditions beyond the control of the researcher that may place restrictions on the conclusions of the study and their application to other situations (Best Kahn, 1989, p.38). It seems that the following factors have limited this study in one way or another: 1. As a matter of fact, in order to give every single member of a population an equal chance to be included in the sample, random sampling is needed. Yet the type of sampling, which was employed in this study was the available group selection, i.e. instead of individual subject selection, there was group selection. 2. Subjects social classes were certainly ignored as well. 3. Teachers age, gender, and social class were ignored, too. 4. The number of subjects was limited to 100 and the extension of the experiment was limited to one term. 5. The generalizability to other language proficiency levels needs further research. 1.7.2. Delimitation In order to meet the criterion of manageability and to permit a satisfactory analysis of the results, narrowing down and delimiting the problems in any study have proved to be inevitable. This study is no exception; therefore, through a number of delimitations, the researcher tried to set the boundaries of this study: 1. What this study aims to investigate is the impact of ice-breakers on speaking ability of EFL Turkish students, not on any other aspect of their proficiency. 2. The participants were chosen from amongst the male and female undergraduate Turkish learners who are improving their English level in the American Culture Institute in Erzurum. 3. To reduce the subject anxiety during the speaking, the examiner was the students own teacher. 1.8. Outline of the Study Chapter one provides a general introduction to the study. In this chapter the purpose of the study, research questions, hypotheses, and limitations of the study were discussed and key terms were defined. In chapter two, the researcher reviews the literature related to the theoretical and empirical background to speaking, ice-breakers, and their effects and functions. Chapter three deals with methodological issues such as participants, data collection, procedures, research questions and hypotheses, etc. Chapter four is concerned with data analysis and discussion of the results. In the final chapter, we draw some conclusions from our analysis, discuss conclusive results, and provide implications for further research.

Research Method : Regression Model on the GDP of Sri Lanka

In extension Of the production function, foreign financed capital (l), export (EX) and import (IM) are added into the model to determine their impact on the economic growth. Pawl's (2002) mentioned that the import is considered will affect the economic growth which are divided into intermediate and capital good imports. Flamboyancy's (as cited in Bait, 2013) include FED as the addition input to labor and domestic capital in production function since it's the main source of human capital and new technology for new developing country.As mentioned by Namely (as cited in Bait, 2013), exports are included in the production function as more input of macro are needed. The FED stock was excluded from the Gross Capital Formation as it included both domestic and foreign investment and to avoid double measurement (Bait, 201 3) The production function extended, assuming multiple-linear equation, an Ordinary Least Squared estimate which specified below: Where -? The estimated Gross Domestic Produ ct per capita growth (annual = The Investment in terms of Gross Fixed Capital formation (% of GAP). The Labor force in terms of total (person). The Export of goods and services (% of GAP). = The Import of goods and services (% of GAP). The Gross Capital Formation (% of GAP). = The error term of the regression. In the research done by Bass, Corroboratory and Regale (as cited in Turned, 201 2) studied the long-run and the short-run relationship between the investments with the gross domestic product (GAP). The result of their finding that there are positive long-run relationship between GAP and investment where their finding are consistent with findings obtained from Khan and Khan ND Mathematician (as cited in Turned, 2012).Allah, Zamia, Faro and Jived (as cited in Hussein, 2014) have conducted a research to check whether there is nun-directional or bidirectional causality between the export and economy growth and the result suggested that there is nun-directional causality between th e economic growth and export. In addition, findings by Mishear (201 1) there exist a positive impact on the increasing of real GAP with export in the case study of India which supported by Pharaoh (as cited in Mishear, 201 1) also found that export have positive and significant impact on economic growth.The increasing number of global labor workforce represent the opportunity to drive the economic growth and the increase in the gross domestic product (GAP) but it also represent many challenges (Wristwatch Institute, 2014). With the increase of number of labor in the labor workforce, the productivity level will reach optimum level at a certain point but after that point, the productivity level will decrease as the number keep increasing.As or the case of Sir Lankan, now with the government effort to achieve upper middle income country, the increasing of the labor workforce will bring positive impact to the economic growth of Sir Lankan. According to Pawl's (2002), imported intermedia te goods have a positively and significantly influence the GAP growth in the long run. The main export of Sir Lankan is mainly architecture goods which are mainly depends on the import of fertilizers and agriculture machines. Thus it is acceptable to said that import of intermediate goods will brings positive and significant effect on the economic growth of Sir Lankan.Based on the study by Imprimatur (2013) on effects of the gross capital formation on the GAP growth in India on agriculture sector found that higher level of gross capital formation in the agriculture sector as agriculture is the main backbone of the India economy was able to improve the overall GAP growth rate. This study can be apply to Sir Lankan as Sir Land's main economy are agriculture based economy. Thus, this shows positive relationship between the Gross Capital Formation (GIF) with the Gross Domestic Product (GAP).

American Government Agencies Post 9/11

According to Timothy Manning, Deputy Administrator for Protection and National Preparedness at the Department of Homeland Security's (DHS) Federal Emergency Management Agency (FEMA). Since the September 2001 terrorist attacks, significant and measurable strides have taken place to improve preparedness for the hazards faced by all levels of government and all segments of society (DHS, 2012). FEMA is now part of the DHS's Emergency Preparedness and Response Directorate. FEMA is tasked with advising on building codes and flood plain management; teaching people how to get through a disaster; helping equip local and state emergency preparedness teams; coordinating the federal response to a disaster; making disaster assistance available to states, communities, businesses, and individuals; training emergency managers; supporting the nation's fire service; and administering the national flood and crime insurance programs.Listed below are some of the improvements that have taken place post 9/11 (DHS, 2012). In the four years between 2006 and 2010, the proportion of states and urban areas that were confident in the effectiveness of their emergency operations plans increased from 40 percent to more than 75 percent; commercial radio broadcasters, in partnership with FEMA, today can deliver public warning messages to more than 84 percent of the U.S. population, up from 67 percent in 2009. By the end of 2013, coverage is expected to expand to more than 90 percent of the population; Since 2001, federal, state and local governments have built a network of specialized teams capable of interdicting and disrupting a variety of imminent threats. That network includes 1,100 Hazardous Materials Response Teams, 5,400 SWAT teams, and 469 FBI-trained and accredited bomb squads; Prior to the Sept. 11 terrorist attacks, major population centers in many parts of the country lacked structural collapse and urban search and rescue capabilities. Today, 97 percent of the nation is within a 4-hour drive of an urban search and rescue team; and Government agencies at all levels have improved their strategic and tactical communications planning and coordination. In 2006, only 42 percent of the nation's urban areas had a strategic plan in place to guide interoperable communications. Today, 100 percent of the nation's highest-risk urban areas are capable of establishing response-level interoperable communications within one hour of an event involving multiple jurisdictions and agencies. According to Factsheet: U.S. Customs and Border Protection Actions Taken Since 9/11,U.S. Customs and Border Protection are addressing the terrorist threat 24-hours a day. There is a multi-layered approach that encompasses working with our foreign counterparts, employing intelligence, technology, advanced information in the field and the most professional workforce worldwide. CBP uses various strategies and employs the latest in technology to accomplish its goals. We have extended our zone of security beyond our physical borders through the use of bilateral and private-sector partnerships, targeting and scrutinizing advance information on people and products coming into this country. CBP has achieved much since its creation in March 2003. Some of the most significant accomplishments are as follows: Improved anti-terrorism training for all CBP personnel. CBP has implemented anti-terrorism training for all personnel with a special focus on training related to weapons of mass effect. This includes identifying and intercepting potential instruments of terrorism using non-intrusive inspection technology and radiation detection equipment. The Student and Exchange Visitor System (SEVIS) were implemented in August 2003. It is an Internet/Intranet based system operated by U.S. Immigration and Customs Enforcement that electronically captures, maintains, and monitors information relevant to each foreign student, exchange visitor, and their dependents. SEVIS provides CBP with a mechanism to facilitate the entry of bonafide students and exchange visitors and quickly identify possible status violators. Augmented Integrated Surveillance Intelligence System (ISIS), that uses remotely monitored night-day camera and sensing systems to better detect, monitor, and respond to illegal crossings, on both the Northern and Southern borders. Deployed radiation detection technology including Personal Radiation Detectors (PRDs) to more than 10,400 CBP officers and agents, and Radiation Isotope Identification Detection System (RIIDS) to over 60 Border Patrol field locations. Increased the amount of Remote Video Surveillance Systems (RVSS) which are pole mounted cameras that provide coverage 24 hours a day/7 days a week to detect illegal crossings, on both our Northern and Southern borders. Implemented a Geographic Information System (GIS), a Southwest border initiative, which tracks illegal migration patterns to better deploy personnel and resources to establish control of our border. Overall these agencies have impressed me the most. In recent light of the Boston Marathon Bombing, the emergency response was remarkable which shows that there has been much training and procedures put into place since 9/11 and that we as a nation are prepared and capable of handling any situation that might come our way.

My Last Duchess Is A Dramatic Irony Free Essay Example, 1500 words

Language is critical to the poem s meaning and Browning (1842) uses dramatic irony to depict that the more the Duke hides his inner demon, the more he reveals his real self. Browning (1842) shows the difference in words and deeds. The Duke wants to be seen as courteous, but he is impatient. He says the word please twice to the messenger, but in reality, he only wants to please himself. His main concern is his full satisfaction, without consideration for the interests of others. Furthermore, the Duke wants to be seen as generous, but he is greedy. He seems to be munificent to his wife, whom he has allowed too long to act improperly. By improperly, the Duke wants her to not smile or interact with anyone but him. He is sorely disappointed that she is too soon made glad (Browning, 1842, 22), as she smiles at anyone. His generosity of love is an act. Browning emphasizes that despite being powerful; he is an immature, jealous husband. He values his nine-hundred-years-old name (Brownin g, 1842, 33), boasting of his heritage. We will write a custom essay sample on My Last Duchess Is A Dramatic Irony or any topic specifically for you Only $17.96 $11.86/page Browning (1842) stresses that the Duke s object is not loved, but power. He remarries to expand his wealth. And he marries to reinforce his masculinity. The Duke wants to be seen as the ideal husband, but readers understand that he is a monster. The Duke is not subtle with his authority, though he tries to hide his beastly beliefs and attitudes.