Student perspectives on classroom discussions in the English Language class a case study of Chemwania high school.
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Date
2024
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Busitema University
Abstract
This research project is set out to analyze the students’ perspectives on classroom discussions in English language classes in Chemwania high school in Kween district. The research carried out comprises four perspectives that were given by learners of English language. The problem investigated was that classroom discussions are a key to critical thinking yet most people ignore them and focus on other ways which lead to critical thinking ignoring classroom discussions. Class conversation is a beneficial mechanism that involves students’ listening, thinking, and speaking abilities. It is a tool used in most language classes to promote student involvement and solicit their feedback, allowing them to improve their comprehension of the lesson. While this student-centred method has its advantages, having students to actually engage in a debate can be difficult. This may be attributed to a lack of enthusiasm and curiosity among students, as well as language incompetency, to list a few factors. The aim of this study is to discover out how students feel about engaging in class discussions and voicing their agreement and dissatisfaction using the English language as the tool of instruction. The participants in this research are senior one and senior two students of Chemwania high school, a school in Kween district. These students study English language as one of the compulsory subjects in the school curriculum, and they are required to take the English for Oral Presentation course as part of their class learningand teaching requirements. This comprehensive research discovered that students’ perceptions of engaging in class debates, as well as voicing consensus and opposition, were relatively poor to medium. Their negative impression suggests that the students could be confronted with barriers that prevented them from having productive class discussions. The findings of this research would have important consequences on how class discussions are used in language classrooms. The study was guided by three objectives which are. To establish the benefits of classroom discussions on critical thinking, to investigate the student's perspectives to classroom discussions and lastly, establish the impact of discussions in developing learner's critical thinking skills. Three questions were set to meet the objectives above and they are as follows, how do students perceive classroom discussions in English language classes in Chemwania high school, how do specific discussion practices influence critical thinking engagement and outcomes and finally, why discussions are mostly employed in the new lower secondary School curriculum. It's qualitative in nature because it is concerned with developing explanations of social and educational phenomena. This means that there has to be some observations on human nature so as to understand it in its given state. Data was collected using the methods of interviews, focus group discussions close reading and document review and were analyzed using data analysis methods of sorting, translating, transcribing and interpreting. The study found that research was carried out on learner's different viewpoints on classroom discussions in Chemwania high school.
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Nawari, B. (2024). Student perspectives on classroom discussions in the English Language class a case study of Chemwania high school. [Undergraduate, Research report]. Busitema University.