Role of Discussion teaching technique in improving English language speaking skills of ESL learners

Abstract

This study investigates the role of discussion teaching techniques in enhancing English language speaking skills among English as a Second Language (ESL) learners. Twenty-three school teachers participated in semi-structured interviews, providing insights into their perspectives on the perceived benefits and challenges associated with discussion-based instruction. Thematic analysis revealed several key findings. Teachers overwhelmingly acknowledged the positive impact of discussions on ESL learners, noting improvements in speaking fluency, confidence, vocabulary acquisition, and critical thinking skills. However, they also identified challenges related to language proficiency disparities, classroom management difficulties, and time constraints. The findings highlight the transformative potential of discussion teaching techniques in promoting language acquisition and communicative competence among ESL learners, while also underscoring the need for targeted support and strategic interventions to address associated challenges. Recommendations for teachers, school administrators, policymakers, and researchers are provided to optimize the effectiveness of discussion-based instruction in ESL classrooms. Despite the valuable insights gained from this study, several limitations are acknowledged, including sample size constraints, self-reporting bias, contextual factors, lack of student perspectives, time constraints, reliance on a single method approach, and participant homogeneity. Future research endeavors should aim to address these limitations and further explore the complexities of implementing discussion teaching techniques in diverse educational settings.