Arab World English Journal (AWEJ) Volume 12. Number4 December 2021 Pp.536-550
DOI: https://dx.doi.org/10.24093/awej/vol12no4.35
The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate
Students’ Speaking Skill: Learners’ Attitudes in Focus
Mohammad Awad Al-Dawoody Abdulaal
Department of English, College of Science and Humanities
Prince Sattam Bin Abdulaziz University
Al-Kharj 11942, Kingdom of Saudi Arabia
Department of English, Faculty of Arts, Port Said University
ma.abdulaal@psau.edu.s
Received: 11/23/2021 Accepted: 12/24/ 2021 Published:12/27/2021
Abstract:
Gallery Run (GR) is a classroom-based dynamic learning technique that promotes higher-order thinking and co-operative learning. This research study examined the influence of GR strategy on Saudi upper-intermediate English as a foreign language(EFL) learners’ oral skills. First off, 62 upper-intermediate EFL learners from a language school in Riyadh were opted and randomly sectioned into an experimental group and a control group. Then, the participants in the two groups were given a speaking pretest. The experiment group applied the GR technique in their classroom, whereas the control group received no treatment and continued with an ordinary classroom program. After two-month classes, a speaking posttest was given to the two groups. To analyze the data collected, Independent and Paired Samples T-tests were conducted. The results showed that the experimental group excelled and outperformed the control group. The results also showed that 25.8% and 48.3% of the participants agreed and strongly agreed respectively that the GR technique enhanced their self-dependence. Furthermore, 45% of the participants reported that the ambiance was delightful, which conduced to the amelioration of their speaking competence. Another significant result was that 61.2% and 19.3% of the learners strongly agreed and agreed respectively that GR reduced the levels of loneliness and social anxiety. Furthermore, 58.1% strongly agreed that the GR technique did not put them under any kind of stress, nor did it encourage social loafing. A final finding reported by the 48.4 % of the learners was that GR reduced their alexithymia, social anxiety, and self-monitoring.
Keywords: co-operation-based strategies, energetic learning, Gallery Run Technique, Saudi EFL, speaking skills
Cite as: Abdulaal, M. A. A. (2021). The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate Students’ Speaking Skill: Learners’ Attitudes in Focus. Arab World English Journal, 12 (4) 536-550.
DOI: https://dx.doi.org/10.24093/awej/vol12no4.35
References
Abd Algani, Y. M. & Abu Alhaija, Y. F. (2021) The Effect of The Co-operative Learning Method on Students ’Academic Achievement in Mathematics. Multicultural Education (7)3, 329-339
Al Hajailan, D. T. (2003). Teaching English in Saudi Arabia. Edition 1424- 2003. Riyadh: Aldar Al sawlatiah
Ali, J. K. M., Shamsan, M.A., Guduru, R., & Yemmela, N. (2019) Attitudes of Saudi EFL Learners towards Speaking Skills. Arab World English Journal, 10 (2), 253:264
Alhmadi, N. S. (2014). English speaking learning barriers in Saudi Arabia: A case study of Tibah University. Arab World English Journal, 5(2), 38-53.
Anwar, F. Z. (2015). Enhancing Students’ Speaking Skill through Gallery Run Technique. Register Journal, 8(2), 226. https://doi.org/10.18326/rgt.v8i2.226-237
Botha, W. (2021). Co-operative Learning: Building Co-operative skills and attitudes in Learners. Academia Letters. Published. https://doi.org/10.20935/al2843
Bush, A., & Grotjohann, N. (2020). Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration. Teaching and Teacher Education, 88, 102968. https://doi.org/10.1016/j.tate.2019.102968
Cheng, K. (2006). Does co-operative learning enhance the residual effects of student interpersonal relationship skills? A case study at a Taiwan Technical College. The Journal of American Academy of Business, 10(1), 312-316
Cicchino, M. I. (2015). Using Game-Based Learning to Foster Critical Thinking in Student Discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2). https://doi.org/10.7771/1541-5015.1481
Çolak, E. (2015). The Effect of Co-operative Learning on the Learning Approaches of Students with Different Learning Styles. Eurasian Journal of Educational Research, 15(59). https://doi.org/10.14689/ejer.2015.59.2
Colbry, Hurwitz, & Adair. (2014). Collaboration Theory. Journal of Leadership Education, 13(4). https://doi.org/10.12806/v13/i4/c8
De, U. (2020). Language acquisition and Language Learning. International Journal of English Learning & Teaching Skills, 3(1), 1671–1678. https://doi.org/10.15864/ijelts.3101
Dobao, A. F. (2014). Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research, 18(4), 497–520. https://doi.org/10.1177/1362168813519730
Englik, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). https://doi.org/10.7771/1541-5015.1339
Garcia, M. D. P., & Zeitler, N. (2017). Lexical language-related episodes in pair and small group work. International Journal of English Studies, 17(1), 61. https://doi.org/10.6018/ijes/2017/1/255011
Gholamhossein, S., & Siamak, S. (2010). The development of L2 speaking skill and the related components: Insight from philosophical questions. Procedia-Social and Behavioral Sciences, 5, 716-721. https://doi.org/10.1016/j.sbspro.2010.07.171
Gray, J. & Kolodner, J. (2000). Facilitating the learning of design practices: Lessons learned from an inquiry into science education, In B. Fishman & S. O’Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 221-227). Mahwah, NJ: Erlbaum.
Gillies, R., & Ashman, A. (1998). Behavior and interactions of children in co-operative groups in lower and middle elementary grades. Journal of Educational Psychology, 90, 746-757.
Gillies, R. (2008). The Effects of Co-operative Learning on Junior High School Students’ Behaviours, Discourse and Learning During a Science-Based Learning Activity. School Psychology International, 29, 328 – 347.
Jarrín, X., & Kim, C. (2019). Improving speaking skill using the speaking practice tool Spacedeck. Espirales Revista Multidisciplinaria de Investigación, 3(30). https://doi.org/10.31876/er.v3i30.619
Namaziandost, E., Rahimi Esfahani, F., Nasri, M., & Mirshekaran, R. (2018). The effect of gallery walk technique on pre-intermediate EFL learners’ speaking skill. Language Teaching Research Quarterly, 8, 1–15. https://doi.org/10.32038/ltrq.2018.08.01
Pouyan, A., & Tasouji Azari, M. (2016). The effects of peer-mediated and individual writing conditions on the fluency, complexity, and accuracy of Iranian EFL learners’ l2 writing. Journal of Applied Linguistics and Language Research, 3(4), 163-174
Richards, J. C. (2008). New interchange. Oxford: Oxford University Press
Ridwan, M. (2019). Gallery Walk, An Alternative Learning Strategy in Increasing Students’ Active Learning. Nady Al-Adab, 16(1), 49. https://doi.org/10.20956/jna.v16i1.6662
Riveros, A. (2012). Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform. Studies in Philosophy and Education, 31(6), 603–612. https://doi.org/10.1007/s11217-012-9323-6
Rozholdova, N. (2011). The Role of Pair and Group Work in Language Teaching. Journal of NELTA, 1(1). https://doi.org/10.3126/nelta.v1i1.4700
Saputra, J. B. (2018). An analysis of students’ speaking anxiety toward their speaking skill. Premise: Journal of English Education, 7(1), 111. https://doi.org/10.24127/pj.v7i1.1334
Slavin, R. (2014). Co-operative learning and academic achievement: Why does group-work work? Anales De Psicologia, 30, 785-791
Sumana, B. (2019). Language across diversity and identity – first language impact on second language acquisition. International Journal of English Learning & Teaching Skills, 2(1), 786–800. https://doi.org/10.15864/ijelts.2101
Thornbury, S. (2005). How to Teach Speaking. England: Pearson Educational Limited.
Thune, T. (2011). Success Factors in Higher Education–Industry Collaboration: A case study of collaboration in the engineering field. Tertiary Education and Management, 17(1), 31–50. https://doi.org/10.1080/13583883.2011.552627
Yalçin, K., & Hasan, A. (2018). The effect of co-operative learning on the academic achievement and attitude of students in Mathematics class. Educational Research and Reviews, 13(21), 712–722. https://doi.org/10.5897/err2018.3636