LICUNGO UNIVERSITY

FACULTY OF LETTERS AND HUMANITIES

HONOURS DEGREE IN ENGLISH LANHUAGUE TEACHING WITH

HABILITETIONS MINOR SKILLS IN PORTUGUESE

GUILHERME FERNANDO VICTOR ALFREDO

FACTORS OF LACK OF ORAL INTERACTION BETWEEN STUDENTS AND

TEACHERS IN ENGLISH LANGUAGE LESSONS. THE CASE STUDY OF ESCOLA
SECUNDARIA 25 DE SETEMBRO-QUELIMANE

Quelimane

2022
 GUILHERME FERNANDO VICTOR ALFREDO

FACTORS OF LACK OF ORAL INTERACTION BETWEEN STUDENTS AND

TEACHERS IN ENGLISH LANGUAGE LESSONS. THE CASE STUDY OF ESCOLA
SECUNDARIA 25 DE SETEMBRO-QUELIMANE

Research Proposal, Submitted at department of

Letters and Humanities, for the attainment of the
Honours degree in English language teaching
Department of Letters.

Supervisor: Dr. Elias Alfredo Chichango

Quelimane
2022
Contents page

CHAPTER I: INTRODUCTION.........................................................................................4

1.1. Introduction..........................................................................................................4

1.2. Reaserach Topic..................................................................................................5

1.3. Delimitation of the Study......................................................................................5

1.4. Statement of the Problem....................................................................................5

1.5. The Relevance of the Study................................................................................6

1.11. Justification.......................................................................................................8

CHAPTER II: LITERATURE REVIEW............................................................................10

2.1. Literature Review...............................................................................................10

2.2. Difference between Method and Methodology..................................................10

2.2.1. Method and Methodology............................................................................10

2.3. Motivation.......................................................................................................... 10

2.4. Conversation Analysis.......................................................................................11

CHAPTER III: RESEARCH METHODOLOGY................................................................14

3.1. Methodology......................................................................................................14

3.3. Target Population.............................................................................................. 17

3.4. Sample.............................................................................................................. 17

3.5. Ethical Aspects..................................................................................................17

3.6. Chronogram of Activities for the Research in 2022...........................................18

3.7. Budgets and Expenses for the Research..........................................................18

List of Reference.............................................................................................................20
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1. CHAPTER I: INTRODUCTION

1.1. Introduction

Many schools in Mozambique offer English as part of their curriculum. However,

there is a lack of teachers who have the skill to teach it. Some of English language
teaching institutions of Mozambique aim to provide its trainee teachers with the
necessary training in order to improve the provision of English to Mozambican students.

However, when designing a curriculum to teach English as foraign language,

there are certain things we need to consider: intended oucomes, classroom
management, units, aims, activities, and grammar.

Mozambican Teachers of English should use a wide variety of activities during a

lesson in order to keep the students motivated, another thing is to encourage the studnts
to raise their hand when they wish to participate, and not shout out.

Today is well knew the importance of learning English as a foreign language. as

students of five years from Licungo University and Department of Letters and
Humanities was decided to do a research on factors of lack of oral interaction between
students and teachers in English Language Lessons, and the study will be done at
Escola Secundaria 25 de Setembro-Quelimane.

Finally, the present Project is devided into three chapters: Introduction, Litereture
Review and research Methodology and the population of the study are students and
teacher because are the ones who we will work with.
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1.2. Reaserach Topic

The research topic of the project is focused on Factors of lack of oral Interaction,
between Students and Teachers in English Language lessons, the case study of Grade
10 Students at Escola Secundaria 25 de Setembro-Quelimane.

1.3. Delimitation of the Study

The present reaserach project has as the main focus the poor performance of
oral interaction between students and teachers in English Language Lessons. For its
study, the reaseracher will work at Escola Secundaria 25 de Setembro-Quelimane
where the participants or sample will be teachers and students from the same School.

1.4. Statement of the Problem

Interactive lesson is look like a simple conversation, whereby we have two or

more participants talking about a certain topic and they can agree or disagree.
Moreover, in a lesson if a teacher is talking by himself, then he is not communicating
with his students, because communication is the process of exchanging information or
ideas.

The problem of not leaving students to contribute in a lesson is one of the

problems faced by most of English teachers of Mozambique. Certainly, Mozambicans
Teachers of English fail in teaching Methodoogy and techniques, because their lessons
lack turn taking process. For Ghizai (2015), Turing-taking occurs in a conversation
whereby one person listens while the other person speaks.

What happened in the school where the researcher did his teaching trainee,
observed that there were no turn-taking process between teacher and students, and he
noticed that the teacher was talking alone and most of the students were bored and half
of them were asleep during the lessons due not having opportunity to say something
about the topic and the lesson was not interesting. Perhaps this is because the students
do not feel motivated.
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Reason why, the researcher would like to study what should be the factors
that lead the students not to have oral interaction with their teacher in English
Language lessons?

1.5. The Relevance of the Study

Every study conducted by researchers has reasons why, and we can not leave
aside, the factors of lack of oral interaction between students and teachers as a topic of
research that will be studied soon. Knowing how to speak English doesn’t necessarily
mean that someone is skilled to teach, although teaching is an art, but methodologies
are teacher’s support. Yet, the researcher is writing it because most of English teachers
lack methodogies and teaching techniques and the project is being ddesigned to support
teachers of English in terms of teaching methodologies to make their lessons interactive
and interesting.

Therefore, for those who will have chance to read this project will take
advantages, because it will bring some strategies and methodologies to overcome the
factor of oral interaction faced by teachers and students from Escola Secundaria 25 de
setembro of Quelimane.

Moreover, the research study is also being written to give the reasearcher the
entry into academic career. Another reason is to make known the Licungo University as
it was long ago called Universidade Pedagogica.
 7

1.6. Research Objectives

Research Objectives are what underlie all planned activities. In the present project there
are two types of objectives which are general and specific ones.

1.7. General Objective

 To find out the factors which lead the students not to have oral interaction in
English language lessons.

1.8. Specific Objectives

 To identify the factors that make students and teachers not to have mutual
interaction or verbal contact during teaching and learning process.
 To describe some techniques that will help students and teachers to make an
interactive lesson.
 To suggest some strategies and techniques that will help students and teachers
to maintain mutual interaction during the teaching and learning process.

1.9. Research Question

The present research project brings three questions that will be answered and solved
doing the date collection, as it can be seen below:

 What should be the factors that lead the students not to have oral interaction with
the teacher in English Language lessons?
 What are the strategies and methodologies that teachers use in order to let
students to feel motivated?
 How much time does the teacher leave the students to interact him and produce
the language?
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1.10. Hypotheses

According to Kothari (1990), hypothesis is tentative assumption made in order to

draw out and test its logical or empirical consequences, or in other words, hypothesis is
a prediction about how variables relate to each other, so below are the anticipated
answers to the problem:
 Teachers do not set provocative topics;
 Students are ashamed to speak with their teachers;
 Teachers use to much TTT instead of STT;
 Teachers laugh to the errors of his or her students when they try to speak.
 Students are introverted.
 For time management teachers prefer to use TTT methodology.
 Students do not feel motivated.

1.11. Justification

English language is considered as global language; furthermore, Mozambique is

surrounded by English speaking countries such as, Tanzania, Malawi, Zambia,
Zimbabwe, South Africa, and Swaziland that’s why, it is an obligation for all
Mozambicans to know how to speak English language to communicate with their
neighbours.

The research topic lack of oral interaction between students and teachers in
English Language lessons was chosen to overcome the oral interaction problems that
students of Grade 10 at Escola Secundaria 25 de setembro of Quelimane face with their
teachers. This study is being taken for culmination of honours’ degree, which means that
the research is being studied for academic purposes, because teaching and learning is
ongoing process.

Finally the purpose of writing this project is to get possible solutions for the give
problem and it will help teachers in the fields of education to solve problems related to
oral interaction or comunication in the class. I personally hope that it will open up new
ways of thinking about teaching and learning for teachers who will read the paper.
 9

The project is being written because English language is officially known as big
business and at the moment could be as many as a billion students learning English
around the world. Mozambican English teachers up to now keep lamenting and bleming
Mozambican governanment because of lack of employment, in addition of that if teacher
overcome lack of oral interaaction and have good teaching methodologies they can be
creative and live independent from governenemnt.
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2. CHAPTER II: LITERATURE REVIEW

2.1. Literature Review

According to Kothari (1990, p. 12), literature review are all available sources that
a researcher must examine, in order to get himself acquainted with the selected
problem. That means literature review is a theoretical frame work through which your
arguments can be supported or referenced to. In addition, a research literature is the set
of published research studies on a particular topic. Research literature is the set of
published research studies on a particular topic. Below are some ideas that will support
the development of the research.

2.2. Difference between Method and Methodology

2.2.1. Method and Methodology

Accoding to Johnson & Christesen, (2014) sustain that method is understood as

all those techniques that are used for conduction of research, so they are referred to the
methods that the researchers use in performing research operation. Whereas, Research
methodology is a way to systematically solve the research problem; it is science of
studying how research is done scientifically.

In adding of that, all the method or techniques which are used by researchers
during the course of studying his research problem are turned as research methods.

2.3. Motivation

Motivation for Harmer, (2005: 51), is some kind of internal drive which pushes
someone to do things in order to achieve something.

The researcher agrees with harmer’s definition about the term motivation, in the
sense that if the students leave from their home to school it because they already come
motivated and their goal is to learn how to communicate in Englishand the teacher must
always be the motivator during the teaching and learning process.
 11

2.4. Conversation Analysis

Linguist Yule (2010), in simple terms, English conversation can be described as

an activity in which, for the most part, two or more people take turns at speaking.
Typically, only one person speaks at a time and there tends to be an avoidance of
silence between speaking turns.

The researcher goes along with Yule’s view above about conversation analysis,
because an English lesson must be simple as a conversation; where a teacher talks to
his students and students respond to him, vice-verse, it means that there must be a
process called turn-taking, because it refers to the process by which people in
conversation decide who will to speak next, and what was observed on some lessons
was that the teacher was talking himself and the students did not have their turn to
speak or to contribute about the topic set.

2.5. Speaking

According to Maxom, (1997, p. 183) speaking is the most important skill in

English language teaching. It’s almost impossible to have true mastery of a language
without actually speaking it. English is known as lingua franca because is language
adapted for communication between two speakers whose native languages are
different.
Moreover, the popular view is sad that someone knows a language when he or
she expresses using the target language. For teachers, it is impossible to know whether
a class leaned the target language without giving them the freedom to talk during the
teaching and learning process.

2.6. Students Talk and Teacher Talk

Harmer, (1998, p. 38) in his book “how to teach English” said that, there is a
continuing debate about the amount of time teachers should spend talking in class.
Classes sometimes criticised because there is too much TTT and not enough STT.
Overuse of TTT is inappropriate because the more a teacher talks, less chance there is
for the students to practice their own speaking and it is the students who need the
 12

practice, not the teacher. If a teacher talks and talks, the students will have less time for
other things, too, such as reading and writing. For this reason, a good teacher
maximizes STT and minimizes TTT.
I totally agree with the statement above about student talk and teacher talk, most
of the lessons observed by the researcher, teachers failed because of the use of TTT
methodology. STT helps the students to practice and produce the language. If we are
teacher of foreign language and we want to the success of our students better we leave
the students talking and interacting with mates. The STT also helps teachers to see in
which level students are.

2.7. Teacher-Centered Approach to Learning

Teachers are the main authority figure in this mode, (Nelson, 2003) and Students
are viewed as empty vessels whose primary role is to passively receive information (via
lectures and direct instruction) with an end goal of testing and assessment (Nelson,
2003). It is the primary role of teachers to pass knowledge and information onto their
students. In this model, teaching and assessment are viewed as two separate entities.
Student learning is measured through objectively scored tests and assessments.

2.8. Student-Centered Approach to Learning

While teachers are an authority figure in this model, teachers and students play
an equally active role in the learning process (Watkins, 2005).The teacher‘s primary role
is to coach and facilitate student learning and overall comprehension of material.

(McNeil, 1999) Student learning is measured through both formal and informal
forms of assessment, including group projects, student portfolios, and class
participation. Teaching and assessment are connected; student learning is continuously
measured during teacher instruction (McNeil, 1999).

2.9. Communicative Approach

This approach focus on communication skills ,emphasizes in the interaction as

both the means and the ultimate goal of learning a language (David´s English teaching
world ,2007).however according to (oliveira,2013) to produce effective communicative
 13

competency in learning ,the focus is on meaning and functions of language and the
teacher is facilitator in language acquisition.

On this method many materials to develop the language as role-play cards, pair
work tasks, magazine, vegetables, maps newspaper, a book or thing from the real world
outside the classroom and it is possible to associate with others method (Crystal, 2001).

Audio lingual method the principal action in this method is that student listen to or
view tapes of language model acting in real situation. (Wright, 1987) Sometimes this
method it is called the silent method because the teacher can‘t speak leaving the
classroom only for the students to talk and explore the language because they need to
develop their own criteria and error correction and learn by repetition (Nelson, 2003).

2.10. Techniques

A technique is a detailed list of rules or a guideline for any (teaching) activity. It is

based on the description of steps, or a set of do's and don‘ts, and can often be linked to
a method or strategies (Bryson, 20003).

2.11. Planning for Interaction

For Maxom, (1997, p. 183) a very important factor to consider when putting your
lesson together is the amount of time available to you and how you want to spend it.
English lessons can vary from 45 minutes to 3 hours but there is a basic format for
dividing the time: an initial stage in which you teach new information; another in which
you practice what you’ve just presented in a controlled way and a final stage that
involves students expressing themselves with less guidance from you. These stages are
called Presentation, Practice and Production respectively. Each stage is longer than the
one before it so that the students end up doing most of the talking.

Most of the time teachers fail to use these stages of PPP, because they make a
bad division of the time, they use more time in presentation and Practice and less time
are left for students to produce what they have learned. They need to know that most
time must be located in production stage.
 14

2.12. Recognising Students

Harmer, (2005: 51), students want their teachers to know who they are. They
would like their teachers to know their names, of course, but they also appreciate it
when teachers have some understanding of their characters.

2.13. Listening to Students

Students respond very well to teachers who listen to them. Although there are
many calls on our time, nevertheless we need to make ourselves as available as we can
to listen to individual students' opinions and concerns, often outside the lessons
themselves.
But we need to listen properly to students in lessons, too. And we need to show
that we are interested in what they have to say. Nothing demotivates a student more
than when the teacher is dismissive or uninterested in what they have to say.

2.14. Use Pairwork and Groupwork

In large classes, pairwork and groupwork play an important part since they
maximise student participation. Even where chairs and desks cannot be moved, there
are ways of doing this: first rows turn to face second rows, third rows to face fourth rows,
etc. In more technologically equipped rooms, students can work round computer
screens.

2.15. Responding to Students

During lessons we frequently have to respond to students, giving them feedback

about how they are doing or acting as a resource or tutor. In such circumstances we
always try to tailor our response to the particular individual we are dealing with. Some
students are more sensitive than others, and so we will correct them with more care
than their more robust colleagues. Some students need to see things in order to be able
to respond to them, whereas others respond better by having things explained to them
orally.
 15

2.16. Being Inclusive

A big danger for students in mixed-ability classes is that some of themmay get left
behind or may become disengaged with what is happening. If we spend a lotof time with
the higher-level students in a class, the students who are less linguistically ablemay feel
that they are being ignored and become demotivated as a result Harmer, (2005: 51).

3. CHAPTER III: RESEARCH METHODOLOGY

3.1. Methodology

The approach that will be used for conducting this research is Qualitative; this is
concerned with qualitative phenomenon, in which the researcher wants to know, what
are the factors that lead the lack of interaction between students and teachers in English
Language lessons.

For instance, this kind of research is interested in investigating the reasons for
human behaviour. So, this type of research aims at discovering and underlying motives
and desires, using in depth interviews for the purpose. It means that it will involve
collection of data which will be analyzed and reported verbally.

In addition of that, this method will be Qualitative because it is non-numerical and

usually descriptive or nominal in nature. This means the data collected will be in the
form of words and sentences, such data will capture feelings, emotions, or subjective
perceptions of teaching and learning process, Kabir (2016).

Qualitative research primarily follows the exploratory scientific method. Qualitative

research is used to describe what is seen locally and sometimes to come up with or
generate new hypotheses and theories. Qualitative research is used when little is known
about a topic or phenomenon and when one wants to discover or learn more about it. It
is commonly used to understand people’s experiences and to express their
perspectives.
 16

Adding the above idea, qualitative research relies on the collection of qualitative
data that is non-numerical data such as words and pictures) and follows the other
characteristics of the qualitative research paradigm. Qualitative research explores
attitudes, behaviour and experiences.

3.2. Instruments for data Collection

Kabir (2016), supports that, data collection is one of the most important stages in
conducting a research, it is the process of gathering and measuring information on
variables of interest, in an established systematic fashion that enables one to answer
stated research questions, test hypotheses, and evaluate outcomes.

For Kothari (1990), in his source of “research methodology” There are several
methods of collecting data, particularly in surveys and descriptive researches.
Therefore, for the present project proposal there will be used some techniques that will
help the researcher in gathering some important data to enrich the present research
project, and they are: (i) observation method, (ii) interview method, and (iii)
questionnaire. We briefly will take up each method separately.

3.2.1. Observation Method

According to (Marconi & Lakatos, 2003), this method of data collection used to
get information and uses the sense to obtain certain aspects of reality. It does not
consist only of seeing and hearing, but also of examining facts or phenomena that they
wish to study. This method will help the researcher to indentify and obtain proofs related
to the study.

Observation method can be done while letting the observing person know that he
is being observed or without letting him know. Observations can also be made in natural
settings as well as in artificially created environment.

This method implies the collection of information by way of investigators own

observation, without interviewing the respondents. The information obtained relates to
what is currently happening and is not complicated by either the past behaviour or future
 17

intentions or attitudes of respondents. This method is no doubt an expensive method

and the information provided by this method is also very limited. As such this method is
not suitable in inquiries where large samples are concerned.

About this type of technique, the researcher will use overt observation because
the participants will know that are being observed. And the researcher will observe three
different lessons taught by different English teachers of the same school, and during the
lesson the researcher will be jotting down the necessary points observed.

3.2.2. Interview Method

Kabir (2016) said that Interview is a face-to-face conversation with the

respondent. In interview, the main problem arises when the respondent deliberately
hides information otherwise it is an in depth source of information. The interviewer can
not only record the statements the interviewee speaks but he can observe the body
language, expressions and other reactions to the questions too. This enables the
interviewer to draw conclusions easily.

The interview method of collecting data involves presentation of oral-verbal

stimuli and reply in terms of oral-verbal responses. This method can be used through
personal interviews and through telephone interviews.

Here the researcher will use face to face interview since detailed questions can
be asked during the interview. The researcher will interview ten (10) students in each
class and also one (03) English teacher that teach in these screams.

3.2.3. Questionnaires Method

According to Kabir (2016), Questionnaire is the most commonly used method in

survey. Questionnaires are a list of questions either open-ended or close-ended for
which the respondents give answers. Questionnaire can be conducted via telephone,
mail, live in a public area, or in an institute, through electronic mail or through fax and
other methods.
 18

In addition of that, a questionnaire is a self-report, data-collection instrument that

each research participant fills out as part of a research study. Researchers use
questionnaires so that they can obtain information about the thoughts, feelings,
attitudes, beliefs, values, perceptions, personality, and behavioral intentions of research
participants. In other words, researchers measure many different kinds of characteristics
using questionnaires.

For the questionnaire method, the researcher will design seven (10) questions for
the teachers, and ten (10) for the students both to answer on it. It will require them to
read and to fill on it, because the paper will bring some questions for teachers as well as
students.

3.3. Target Population

Johnson & Christesen, (2014, p. 346) said that a population sometimes called a
target population, is the set of all elements. It is the large group to which a researcher
wants to generalize his or her sample results. In other words, it is the total group that
you are interested in learning more about.

Therefore, the population to be studied for this research will be students of grade 10
and teachers of English all from Escola Secundaria 25 de setembro of Quelimane.

3.4. Sample

Accoding to Johnson & Christesen, (2014, p. 346) Research participants are the
individuals who actually participate in the research study. In other words, also called
sample that are the group of members or participants selected from a target population
to be studied during the conduction of a researcher.

The research participants will be 3 teachers that teach in these streams and 10
randomly selected students attending Grade 10 from Escola Secundaria 25 de setembro
of Quelimane. There will be an equal number of male and female students from that
grade. Each student and teacher will be given a paper with some questions for them to
 19

answer. These people will be the interviewees and the researcher will be the
interviewer.

3.5. Ethical Aspects

Accoding to Johnson & Christesen, (2014) ethics are the principles and
guidelines that help us uphold the things we value. When most people think of ethics,
they first think of moralistic sermons and endless philosophical debates, but in fact
ethics permeate our day-to-day lives. Whenever ethical issues are discussed, it is typical
for individuals to differ about what does and what does not constitute ethical behavior.

Before the collection of the date and collection of samples, it is advisable for the
researcher to ask for permission from the school, teachers and students to explain the
purpose of collecting these samples. The researcher will not mention the identity of
sample or the people being interviewed. In this case pseudonyms must be used to
insure confidentiality of sample selected.

3.6. Chronogram of Activities for the Research in 2022

Chronogram answers the question when? The project must be divided in parts,
previewing the necessary time to move from one stage to another and some parts can
be executed simultaneously by participants.

Months
Activities October December January Februar March
2021 2021 2022 y 2022
2022
Choice of the topic
Designing the research
Designing the question
Going to the field
Collecting data
 20

Analyzing the information

Composing the research
Submission of the
research

3.7. Budgets and Expenses for the Research

This is the section whereby the researcher will need before going to the field, it
includes what the researcher will need for his research and how much this is likely to
cost. You need to do this so that you apply for the right amount of money and are not left
out of pocket if you have underbudgeted.

Type of material Units Cost Subtotal

Pen 4 40,00mt 40,00mt
Printing 10 50,00mt 50,00mt
Transport ------ 500,00mt 500,00mt
Food ------ 500,00mt 500,00mt
Rubber 5 20,00mt 20,00mt
Pencil 2 10,00mt 10,00mt
Airtime ------ 500,00mt 500,00mt
Total 21 1980,00mt 1980,00mt
 21

List of Reference

Harmer, J. (1998). An Introduction to the practice of English Language Teaching.

England : Longman.

Kabir, S. S. (2016). Methods of data Collection. U.K.: Curtin University.

Kothari, C. R. (1990). Methodology: methods and Techniques. Jaipur: New Age

International (P) Ltd.

Marconi, m. d., & Lakatos, E. M. (2003). Fundamentos de Metodologia Científica (5 ed.).

São Paulo: Atlas S.A.

Maxom, M. (1997). Teaching English as a Foreign Language. England: Sons, Ltd.

Yule, G. (2010). The study of Language . United Kingdom: Cambridge University press.