Developing English Speaking Skill Indigenously Among the Prospective Teachers

Abstract

Present research experimentally studied the effectiveness of indigenously developed Content and Language Integrated Modular Approach (CLIMA) especially designed for developing English language ability among university students. CLIMA is a blend of Content and Language Integrated Approach and the Modular Approach. Two equated groups of total 52 students from Bachelor of Education Programme (semester-I) participated in this randomised pre-test post-test control group experiment. The content used herein comprised a purposefully designed module of 5 units. Both groups were taught by the same specifically trained teacher on same days with an interval of one hour between the sessions with the two groups. Experiment was completed in 30 sessions (1.5 hour each) during 10 weeks. For both pre- and post-testing, the researchers used the Analytic Rubric of Fairfax County Public Schools (Virginia, USA). This Analytic Rubric has been termed as the Performance Assessment for Language Students (PALS). The experimental group witnessed (pre-testing = 31.6%, post-testing = 80.8%) a value addition of 49.2%; and the control group witnessed (pre-testing = 31.2%, post-testing = 66.2%) a value addition of 35.0%. Compared with TOEFL and IELTS, conclusively, CLIMA was found highly effective. Results are discussed in detail in the paper.