chapter five summary, findings and...
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CHAPTER FIVE
SUMMARY, FINDINGS AND SUGGESTIONS
5.1 Overview
This chapter deals with the research work carried out by the investigator in detail, under
different headings along with the implications of the study, limitations and suggestions
made for further research.
5.2 Introduction
Communication being the prime goal of language learning, it is essential to train the
learners to use language in communicative contexts. This enables them to perform their
communicative role effectively in the classroom and the outside world. M.K. University
has recently introduced a course in communicative English for the undergraduate
students. The syllabus is innovative in the sense that some of the materials comprise
‘authentic texts’. They provide opportunities for the learners to be exposed to English
which they may encounter in real-life situations.
The review of selected literature showed that though there were many methods
adapted to teach English effectively, no particular method is result oriented and
productive. Hence the investigator identified and selected a teaching strategy called ESA
approach of learning English. Since many methods of teaching English have not yielded
the desired result in learning, writing and speaking, the investigator is adopting the
method ESA for teaching English at tertiary level.
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5.3 Significance of the study
If the findings of the study show that the strategies selected by the investigator are
effective, then the English teachers may also employ these ESA method of teaching.
Students also may find such method interesting, enjoyable and useful. In the previous
chapter, the relevant theoretical aspects and different stages of conducting the experiment
were presented. In this chapter, the focus of attention is on the results or outcomes of the
experiment and implications. The outcomes of any experiment are to be judged on the
basis of the purpose or objectives of the experiment. Though there are many individual
exceptions, much more could be done to improve teachers’ knowledge and skill in the
teaching of reading. The text book in use meets the needs of the majority of pupils but
they are inadequate for slow learners and pupils with specific writing and speaking
difficulties.
Language is the indispensable factor in communication .The world wide need for
English has created a massive demand for quality language teaching and language
teaching materials and resources. Many of the issues raised by the communicative
teaching methodology are still relevant today. Though teachers who are relatively new to
the profession may not be familiar with them. Communication can be defined in many
ways. In simple terms communication is:
• Information transmitted
• A verbal or nonverbal message
• A process by which information is exchanged between individuals through a
common system of symbols, signs, or behavior
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Emotional participation is needed to successfully send and translate linguistic
messages. In recent years some of the researchers have recognized the significant role of
factors affecting second language learning. The research aims at studying certain factors
affecting in relation to the learning of English as a second language at the tertiary level.
Although the distinction among these factors may be less than clear to some educators.
The result of this study may yield some useful insights to the different influences and
affects that each factor may add language learning.
The idea that communication involves the expression of a complete thought is one
of the basic language concepts and the development of the sentence is properly stressed.
Although many incomplete sentences are used in formal conversation, complete
sentences are conventional in more formal situations. The basic elements of audibility
distinctness,correct pronunciation, voice Control and possible facial expression and
gestures can be emphasised in the primary grades.
The teachers of later grades will naturally locate children in their various stages of
progress and will begin training at the proper level. Personal differences will be noted at
all grade levels and the neccessary adjustments made. In order to assure progress in such
a complex subject as language, the teacher should single out for consideration. The basic
types of programs are renowned as effectively providing for the growth and development
of students in language. It is necessary in setting up a language program to plot the course
that language development is to take and to clarify as clearly as possible the level of
growth that may be expected for each grade.
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The present research offers some remarkable recommendations and attention
insights into the matter deriving from the survey results and analysis towards developing
EFL teaching-learning practices for the greater benefit of the students. First, the EFL
class should be facilitated with the use of technological instruments, such as- audio-visual
aids in language lab as a part of practical exposure in order to reduce the learners’ lack of
motivation and heighten their interest and latent desire to immerse in EFL learning.
Moreover, EFL teachers should Endeavour to use various teaching methods, such as
mainly Grammar Translation Method (GT) and Communicative Language Teaching
(CLT) or measures to meet EFL learners’ diverse needs.
Secondly, the use of learners’ first language (L1) in the EFL classroom can play a
useful role in motivating the learners' attention towards EFL learning in college level.
Thirdly, the authentic EFL text should be redesigned and it should focus on grammar and
writing offering lots of exercises for practice, everyday vocabulary acquisition practices
and uses, Listening skill practices of easy and simple sentences, audio-visual material
practices, option for reading section, simplified version of interesting short stories from
English literature magazine or from newspaper as they well fit to the Indian context,
group discussion/ role play model practice option, and there should be
Assignment/Homework section at the end of each unit/chapter.
Fourthly, English courses should be introduced in primary schools which can
perceptibly progress the standard of English learning at college level. Fifthly, EFL
teacher-student should have congenial friendly relationship to develop and facilitate a
mutual communicative environment. Finally, so far as the socio-cultural factors are
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concerned, the EFL teaching-learning in the Indian context should be in line with the
pursuit of knowledge aspiring human welfare as a part of Indian history, culture and
tradition. Simply after all these adaptations, one can have a ray of hope towards
developing and incorporating EFL teaching- learning practices.
The aim of this thesis was to prove that using the ESA approach in ESL at tertiary
level is very beneficial and useful for students. This new concept of educational system
gives more freedom to teachers who can plan their lessons according to their needs and
can supplement the lessons with new materials. Furthermore, the digital technologies also
develop and the students are more and more computer-skilled. And the teachers should
benefit of it as well as support these abilities of the students. Therefore using the ESA
approach is very desirable as the students meet with the new type of technology and can
improve their skills.
The theoretical part introduced theories that support using of the visual aids in the
lessons. It started with the teaching principles of one of the greatest school reformers J.
A. Comenius. His ideas were timeless and are valid even nowadays. Other theories
included e-learning, CALL, PPP and ESA approaches. The common feature was that
some of them use technologies or can be adaptable to using the whiteboards in the
lessons.
In conclusion then, the thesis should serve as a guideline for teachers who work
or would like to work with ESA method in the lessons. As there are three types of ESA
described it depends on the teacher which information will be useful for them. It is a
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great way how to attract students' attention and motivate them for learning languages or
other subjects.
Earlier views of language learning focused primary on the mastery of
grammatical competence. Language learning was viewed as the process of involuntary
habit formation. In 1970’s a reaction to traditional language teaching approaches began
and soon widened around the world as older methods such as audiolingualism and
situational language teaching fell out of fashion. The notion of communicative
competence was developed within the authority of linguistics and appealed to many
within the language teaching profession, who argued that communicative competence is
not simply grammatical competence, it should be the goal of language teaching and the
result was Communicative Language Teaching.
Some of the features of CLT may be enumerated as follows: genuine text should
be introduced to the students relating to the learning situation. Opportunities should be
provided to the learners to focus not only the language but on the learning process. An
accent has to be laid on learning to communicate through interaction in the target
language. Here meaning is vital, dialogues if used centre around communicative
functions and are not normally memorized.
In the Direct method, students were encouraged to directly associate meaning
with English; that is they were told to think in English. To achieve this, teachers
explained new meaning using visual aids or demonstrations. As for the teaching of
Grammar, it was taught inductively. In other words teachers provided their students with
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examples from which students were expected to figure out the grammar rules and
generalization. (Richards & Rodgers, 1986).
The picture would convey the meaning of the word spoken by the teacher. A
problem with the Direct method is that, it met with opposition in public schools that are
governed by strong political forces. Second language learning for communicative
purposes, was never popular in education and especially in mainstream America.
Budgets, time, classroom size and teacher incompetence were all cited reasons for
sending the Direct method into decline in the public eye. It is still employed in private
schools.
5.4 ESA approach in Teaching and Learning
A lesson plan is the construction for a lesson. It sets out what the teacher hopes to
achieve over the course of the lesson. When thinking about an English lesson it is useful
to keep the following three elements in mind. These three elements are Engage, Study,
and Activat . It should be present in every progression.
The teaching methodology which the teacher uses for teaching communication
skills is ESA, which means Engage, Study and Activate. Engage means the teacher
explains to the students about standard structure of the text. Study means the teacher and
the students study another text together to analize its generic structure. Activate means
the teacher gives an obligation to the students to search some kind of text which they
have learnt together, then the students make their own text after they are able to find the
text they search before.
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Student’s cognition and attention will be developed. English teaching needs to be
better deliberate. This study has shown that English is one of the core subjects in both
Tertiary and Secondary level of Education.
5.4.1 Importance of ESA model
In fact there are plenty of methodologies in teaching English as the foreign language
literature; each approach has a particular practical method. ESA strategy is developed by
Jeremy Harmer, who is one of the most important pedagogists among the world. Harmer
wrote many books and researches which become one of the most important contribution
in the improvement of this field. Every lesson contains different stages. Lessons can
focus on grammar, vocabulary, reading or writing. They may consist of listening or
speaking.
The different courses can be presented in introducing of new language item or as
a modification of a past lesson. In other hands students should be aggravated and
interested in a language lesson. This momentous aim cannot be achieved without clear
methodology and careful planning. These three elements should be present in each
successful instruction and learning.
ENGAGE: It is important to engage students, this means getting students paying
attention in the subject in the class, in the language point and optimistically enjoying
what they are doing. As the students are engaged they are authentically involved in what
is going on. The chances are that they are going to learn lot better. Engaging students in
the teaching-learning process of each lesson is significant for successful learning. The
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teacher cannot teach people anything but he can help them only to discover things in
themselves.
STUDY: In any lesson, students usually necessitate something to study. In an English
teaching lesson there needs to be some language hub for the class. Students need to be
introduced analytically to the way that English is put together. The study element of a
lesson could focus on any phase of language such as grammar or vocabulary and
pronunciation. A study stage does not have to be new language involvement, it could also
cover amendment and expansion of formerly taught material.
ACTIVATE: Simply telling students about the language, is not usually help them to
learn it. In an activate stage the students are given tasks habitually writing or speaking
activities which students to use not only the language, they are studying that day, but also
other languages that they have learnt.
Engage, Study, Activate are three important elements for each valuable lesson,
they give the teacher the ability to organise the content of his courses and present his
lesson plausibly to learners. Incentive comes at the first stage, then studying of exact
examples and rules of particular linguistic phenomenon. Then appraisal comes at the end
in which students show their indulgent of the context.
ESA provides an unprejudiced range of activities for the students and supremely
will not be shorter than thirty minutes or longer than an hour. It discourages teacher talk
time as it is not them that need the practice. ESA can be adopted using boomerang and
patchwork methods. It is a mix of straight arrow as described above so it can be used for
any intensity. It gives structure for the teacher and the student becomes intermittent with
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the format. It ensures students to learn and then understand what has been taught in
circumstance.
5.4.2 ESA lesson sequences
Straight arrow
The Straight Arrows (or E-S-A) is considered best for low-level learners. This
characteristic of Straight Arrows serves as a supplement for the second limitation of TBL.
In a Straight Arrows lesson, first, the teacher arouses students’ interest, then focuses on
presenting new language, and eventually lets the students activate what they have just
studied. Undoubtedly, this process may help low-level students study well. We can
represent this kind of lesson like this:
Boomerang
The Boomerang (or E-A-S-[A]), in contrast, proves to be more suitable for intermediate
and advanced learners. In this procedure, the teacher selects a topic of study and will not
present new language until the students demonstrate their needs for it.
Engage
Study
Activate
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A diagram for boomerang lessons can show this procedure like this:
Patchwork
Patchwork is the last type. Like Boomerang, this pattern also works well with
intermediate and advanced levels. In a patchwork lesson, the three elements will appear
more than once and in varied orders. Compared with the two sequences above, this
sequence provides a balance between study and activation.
Patchwork lesson sequence can be representing in the following way:
Engage
Study
Activate
Engage
Study
Activate
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All in all, having numerous lesson sequences in hand, teachers are the people who take
the responsibility of making the right choice of the ESA sequence appropriate to different
learners’ levels.
5.5 Title of the study
Effectiveness of ESA (Engage, Study, Activate) approach in improving the
communication skills of the learners in English at tertiary level.
5.5.1 Objectives of the study
To teach communication skills through ESA (engage, study, activate) approach
for first year degree students.
To find out whether there is any significant difference between the pre-test
mean scores of Control group and Experimental group students’
communication skills in English.
To find out whether there is any significant difference between the pre-test and
post-test mean scores of Control group students’ communication skills in
English.
To find out whether there is any significant difference between the pre-test and
post-test mean scores of Control group students in different components of
speaking skills in English. (coherence, grammar, vocabulary, fluency, and
pronunciation)
To find out whether there is any significant difference between the pre-test and
post-test mean scores of Control group students in different components of
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writing skills in English ( word choice ,grammar , mechanics, style and ease of
communication, organization.)
To assess whether there is any significant difference between the pre-test and
post-test mean scores of Experimental group students’ communication skills in
English.
To find out whether there is any significant difference between the pre-test and
post-test mean scores of Experimental group students in different components
of speaking skills (coherence, grammar, vocabulary, fluency, and
pronunciation) in English.
To find whether there is any significant difference between the pre-test and
post-test mean scores of Experimental group students in different components
of writing skills in English.
To find out whether there is any significant difference between the post-test
mean scores of Control group and Experimental group students’
communication skills in English
To find out whether there is any significant difference between the post-test
mean scores of Control group and Experimental group students in different
components of speaking skills in English.
To find out whether there is any significant difference between the post-test
mean scores of Control group and Experimental group students in different
components of written skills in English.
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To assess whether there is any significant difference between the post-test
mean scores of Control group students communication skills (speaking and
writing skills) in English with regard to BC and MBC community.
To assess whether there is any significant difference between the post-test
mean scores of Experimental group students in communication skills (speaking
and writing skills) in English with regard to BC and MBC community.
To assess whether there is any significant difference between the post-test
mean scores of Control group rural and urban students in communication skills
(speaking and writing skills) in English.
To assess whether there is any significant difference between the post-test
mean scores of Experimental group rural and urban students in communication
skills (speaking and writing skills) in English.
To assess whether there is any significant difference between the post-test
mean scores of Control group science and arts students in communication skills
(speaking and writing skills) in English.
To assess whether there is any significant difference between the post-test
mean scores of Experimental group science and arts students in communication
skills (speaking and writing skills) in English.
To find out whether there is any significant difference in the communication
skills in English between the post-test mean scores of Control group students
whose parents studied only SSLC and the students whose parents possess
degrees.
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To find out whether there is any significant difference in communication skills
in English between the post-test mean scores of Experimental group students
whose parents studied only SSLC and the students whose parents possess
degrees.
To find out whether there is any significant difference in the communication
skills in English between the post-test mean scores of Control group students
whose parents’ income is above 10,000 Rs and those students whose parents’
income is below 10.000Rs.
To find out whether there is any significant difference in communication skills
in English between the post-test mean scores of Experimental group student
whose parents’ income is above 10,000Rs and those students whose parents’
income is below 10,000Rs.
5.5.2 Hypothesis of the study
Keeping the above objectives of the study in mind, the following hypothesis are
formulated for testing.
There is no significant difference between the pre-test mean scores of Control
group and Experimental group students’ communication skills in English.
There is no significant difference between the pre-test and post-test mean
scores of Control group students’ communication skills in English.
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There is no significant difference between the pre-test and post-test mean
scores of Control group students in different components of speaking skills in
English.
There is no significant difference between the pre-test and post-test mean
scores of Control group students in different components of writing English
skills (word choice, grammar, mechanics, style and ease of communication,
organization.)
There is significant difference between the pre-test and post-test mean scores
of Experimental group students’ communication skills in English.
There is significant difference between the pre-test and post-test mean scores
of Experimental group students in different components of speaking skills
(coherence, grammar, vocabulary, fluency, and pronunciation) in English.
There exists significant difference in the pre-test and post-test mean scores of
Experimental group students in different components of writing skills in
English.
There exists significant difference in the post-test mean scores of Control
group and Experimental group students’ communication skills in English
There exists significant difference between the post-test mean scores of
Control group and Experimental group students in different components of
speaking skills in English.
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There exists significant difference between the post-test mean scores of Control
group and Experimental group students in different components of writing
skills in English.
There is no significant difference between the post-test mean scores of Control
group students in communication skills (speaking and writing skills) in English
with regard to BC and MBC community.
There is no significant difference between the post-test mean scores of
Experimental group students in communication skills (speaking and writing
skills) in English with regard to BC and MBC community.
There is no significant difference between the post-test mean scores of Control
group rural and urban students in communication skills (speaking and writing
skills) in English.
There is no significant difference between the post-test mean scores of
Experimental group rural and urban students in communication skills (speaking
and writing skills) in English.
There is no significant difference between the post-test mean scores of Control
group science and arts students in communication skills (speaking and writing
skills) in English.
There is no significant difference between the post-test mean scores of
Experimental group science and arts students in communication skills
(speaking and writing skills) in English.
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There exists no significant difference in communication skills in English
between the post-test mean scores of Control group students whose parents
studied upto SSLC and the students whose parents possess degrees.
There is no significant difference in communication skills in English between
the post-test mean scores of Experimental group students whose parents studied
upto SSLC and the students whose parents possess degrees.
There is no significant difference in communication skills in English between
the post-test mean scores of Control group students whose parents’ income is
above 10,000Rs and those students whose parents’ income is below 10.000Rs.
There is no significant difference in communication skills in English between
the post-test mean scores of Experimental group students whose parents’
income is above 10,000Rs and those students whose parents’ income is below
10,000Rs.
5.5.3 Need and importance of the study
In the perspective of communicative language teaching, ESA model has magnitude in
everyday life, as language is very much restricted, habituated and regulated in
communicative language teaching. One can master the rules of sentence formation in a
language but not be victorious at being able to use the language for meaningful
communication. For this they need a complete lesson plan. It is a construction for a
lesson. It sets out what the teacher hopes to achieve over the course of the lesson.
In fact there are plenty of methodologies in teaching English as a foreign
language. Nowadays English teachers illustrate high quality teaching and valuable
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competence in English courses instruction and substantial experience in class
management. Students should get involved and interested in a language lesson and enjoy
what they are studying to make a progress and learn faster. This significant aim cannot be
achieved without clear methodology and careful planning.
The process-Genre approach to teaching writing proposed by Badger and White
(2000) strikes a midway between the product and process approaches. It posits that the
input is provided to the students through three sources- the teacher, the text, and the
fellow learners. If the learners are motivated to write and made aware of the need for
writing the teachers’ job will be more effective and rewarding. Hence an attempt is made
in this research study to improve communicative skills of the learners in English among
tertiary level students.
The ESA answers these questions. These three elements should be present in each
successful instruction and learning. There are some reasons why it is important to make
students have some kind of practice. ESA model gives students the chance to rehearse
English as if they were doing it in the real world but it is style environment of the
classroom.
Some theories of language learning suggest that by giving students this kind of
practice, learning the second language becomes an interesting affair. Such kinds of
activities are often fun for the students. As we have mentioned before, providing a
pleasurable classroom experience for students helps the learning process interesting. It
provides suitable tasks which learners can undertake by way of indulging in speaking and
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writing activities . It has a positive motivational effect on students who tend to learn
better.
5.5.4 Scope of the study
1. The application of ESA approach will be useful to the students to learn in an
effective manner.
2. As it is a student centered learning, the classroom teaching will be more
interesting and enjoyable.
3. The effectiveness will be assessed based on criterion reference test.
5.6 Methodology and procedures
The researcher chose the students from Seethalakshmi Achi College for women, pallathur
for the investigation. Eighty students from first year degree classes were selected for the
study. They were divided equally into two groups based on their marks in the previous
year examination and thus they form the homogeneous group. The Control group has 40
students and Experimental group has 40 students. The pre-test was conducted for both the
groups and it was determined that they have equal proficiency in English. They were
taught through two different methods for a period of 45 days. The researcher selected 80
students from a population of 150 through random sampling technique.
In order to find out the effectiveness of ESA model, the researcher again taught
English lessons to Experimental group students by using ESA way of teaching and
conducted post test. Then the researcher taught the same lessons to Control group by
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using Direct method and conducted post-test. The objective of the post-test is to assess
the effectiveness of ESA method in improving the communication skills of the students.
All the tasks were performed inside the classroom. The students were involved in
learning through the new approach. During the Activate stage, they were very much
cooperative and enthusiastic. The researcher allowed the students to be free to discuss
with their peers and with the researcher. This non-authoritarian attitude of the researcher
helped the students to do away their inhibition in the classroom. Learners were initiated
into reflecting over their own writing process and to monitor their own writing. They
were able to spell out their difficulties in communication. Some of them could mention
the strategies, they adopted while communicating. The researcher could gain some
insights by analyzing the verbal reports of the learners.
5.7 Findings of the study
When an overall analysis was made, the following findings emerge.
1. There is no significant difference between the pre-test mean scores of Control
group and Experimental group students’ communication skills in English.
2. There is significant difference between the pre-test and post-test mean scores
of Control group students’ communication skills in English.
3. There is significant difference between the pre-test and post-test mean scores
of Control group students’ in different components of speaking skills in
English.
4. There is significant difference between the pre-test and post-test mean scores
of Control group students in different components of writing English skills
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(word choice, grammar, mechanics, style and ease of communication,
organization.)
5. There is significant difference between the pre-test and post-test mean scores
of Experimental group students’ communication skills in English.
6. There is significant difference between the pre-test and post-test mean scores
of Experimental group students in different components of speaking skills
(coherence, grammar, vocabulary, fluency, and pronunciation) in English.
7. There exists significant difference in the pre-test and post-test mean scores of
Experimental group students in different components of writing skills in
English.
8. There exists significant difference in the post-test mean scores of Control
group and Experimental group students’ communication skills in English
9. There exists significant difference between the post-test mean scores of
Control group and Experimental group students in different components of
speaking skills in English.
10. There exists significant difference between the post-test mean scores of Control
group and Experimental group students in different components of writing
skills in English.
11. There is no significant difference between the post-test mean scores of Control
group students in communication skills (speaking and writing skills) in English
with regard to BC and MBC community.
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12. There is no significant difference between the post-test mean scores of
Experimental group students in communication skills (speaking and writing
skills) in English with regard to BC and MBC community.
13. There is no significant difference between the post-test mean scores of Control
group rural and urban students in communication skills (speaking and writing
skills) in English.
14. There is no significant difference between the post-test mean scores of
Experimental group rural and urban students in communication skills (speaking
and writing skills) in English.
15. There is no significant difference between the post-test mean scores of Control
group science and arts students in communication skills (speaking and writing
skills) in English.
16. There is no significant difference between the post-test mean scores of
Experimental group science and arts students in communication skills
(speaking and writing skills) in English.
17. There is no significant difference in communication skills in English between
the post-test mean scores of Control group students whose parents studied upto
SSLC and the students whose parents possess degrees.
18. There is no significant difference in communication skills in English between
the post-test mean scores of Experimental group students whose parents studied
upto SSLC and the students whose parents possess degrees.
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19. There is no significant difference in communication skills in English between
the post-test mean scores of Control group students whose parents’ income is
above 10,000Rs and those students whose parents’ income is below 10.000Rs.
20. There is no significant difference in communication skills in English between
the post-test mean scores of Experimental group students whose parents’
income is above 10,000Rs and those students whose parents’ income is below
10,000Rs.
5.8 Major findings
There was no significant difference between the Control group and Experimental group
in the pre-test. Even though the researcher found small improvement in the scores of
Control group students in the post test when compared with pre-test, it was not a very
significant achievement. But there was a significant difference between the pre-test and
post-test scores of Experimental group students which emphasizes the fact that teaching
through ESA is an effective approach.
The ESA approach to teaching and learning English has been proved successful in
the study as evidenced by the percentage of improvement in the scores of the students in
the pre-test and post-test. ESA approach has taken into consideration the students’ level
of performance. Hence it proves to be helpful for the researcher in bringing about the
desired effect. This ESA approach provided scope for the manipulation of language in
different ways to enhance the effectiveness in communication
The use of ESA approach improved the communication skills of the students.
ESA model provides positive motivational effect on students. Experimental group
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students’ performance seems higher in the post-test than in the pre-test. The result reveals
that teaching through ESA model works well with the students and it makes the teaching
rich and interesting. It provides the learners to express their thoughts and ideas freely in
the written and spoken forms.
5.9 Implication of the study
To improve the communication skills of the students, the context based, text based and
contemporary based programmes were necessary. For this, training should be given to
teachers by means of developing ESA approach to teach different lessons for the tertiary
level students. Orientation programmes with regard to the development of ESA approach
may be conducted in some E.L.T language centres and teacher’s hand book can be
prepared focusing on ESA model. It can be supplied to all the colleges.
By utilizing these text books with ESA model, teachers can make an effective
improvement in the communication skills of the students. Regional Institute of English
(R.I.E) can organize training programmes for the teachers. Video programmes with
regard to the development of ESA model can be done by N.C.E.R.T and D.T.E.R.T.
Nowadays all schools are provided with T.V. Hence, it is easy for them to screen the
video programmes and view the instructional programmes. This way of teaching helps
the teachers to improve their students’ communication effectively.
This approach links the different skills such as speaking, reading, writing and
listening together, since they usually occur together in the real world. It induces or
discovers rules of grammar. In applying these principles in the classroom, new classroom
techniques were discovered. Instead of making use of activities that demanded the
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students to memorize sentences perfect recurrence, memorization of sentences and
grammatical patterns, activities which make the students interact meaningfully should be
given more importance. In these programs, teachers should be provided with
opportunities to gain some hand-on experience, along with confidence in using ESA
model at the tertiary level.
5.10 Suggestions for further research
As the students are unable to master the communication skills through traditional method,
attention should be paid to the research which primarily deals with the special features of
English learning with ESA model.
The effectiveness of ESA approach in communicative activities may be studied
through experiments with other language skills such as listening and reading.. A parallel
study can be conducted to find out the effectiveness of ESA approach in improving the
communication skills of the learners in English at tertiary level. Attempts can be made to
develop ESA approach for learning and teaching English at college levels and thereby the
effectiveness of ESA method can be assessed.
The results of the study have established that ESA way of language learning is
more effective than Direct method in making the tertiary students learn communication
skills in English and the results also point out that the teaching learning process through
ESA model is interesting as the students become active.
To show more improvement, the experiments may be conducted in a wide range
of colleges to find out the effectiveness of ESA approach in learning English. A parallel
study can be conducted at school level and also at higher secondary level. Attempts can
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be made to develop English language content at Tertiary level so as to teach through ESA
model. Through these attempts, the effectiveness of ESA model could be ascertained in
improving the communication skills of the students at Tertiary Level.
5.11 Summation
Learning with ESA model creates a great number of students with good communication
skills in English. ESA model makes real communication for the focus of language
learning. Tolerance should be shown to the learners in building up his or her
communicative competence. It provides opportunities for learners to develop both
accuracy and fluency. In this context, the combined use of three elements in ESA
approach reminds us of the need for student engagement.
In the present curriculum for undergraduate students, mostly prose, poetry and
lessons have been prescribed. English language activities in the classrooms mainly focus
on listening skills. Unless writing and speaking skills are focused, language learning
would be incomplete. The English teachers can use the textbooks and frame tasks
suitably to improve the communication skills of the students. Then only it will facilitate
academic excellence among college students.
It prompts us to ensure that there are study events built into the plan and it ensures
that in almost all lessons there are opportunities for students to use the language as they
are learning. When they try to use the language, they get a chance for the kind of mental
processing that makes all that learning and acquisition worthwhile.
The National policy on Education adopted by the Government of India in1968
stressed the importance of the study of English. The main aim of teaching English is to
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help the learners acquire practical purposes. The effective strategies adopted by the
teachers often lead to improved student performance regardless of the content being
taught. The methods and approaches of teaching change, according to the emerging needs
of the learners. Therefore teachers should make use of a selective teaching so as to arrest
the attention of the learners and to provide the best avenue for joyful learning.
The study reveals that the teaching of ESA method at the college level will
certainly be a relevant one to make the students efficient and independent learners. A
teacher’s prime task is to engage the students in the learning process. What the student
does to learn is more important than what the teacher does to teach. No doubt the ESA
model will develop the achievement level of the students in all subjects. Hence it is useful
for college students. Engage, study and Activate are the basic building blocks for
successful language teaching and learning. By using them in different and varied
sequences, teachers will be doing their best to promote the student’s success. The current
study is a step towards developing the communication skill of the students at the college
level. When the proper strategy is used in English language teaching, the goals of
language teaching may be achieved.