The teachers’ and students’ perception on the efficiency of integrated skills approach compared to that of segregated skills one in teaching and learning speaking English to general English majors at Quy Nhon University
Abstract
Given is the paper concerning the teachers’ and students’ perception on the efficiency of the segregated-skills approach compared with that of the integrated-skills approach in teaching and learning speaking English to the general English majors at Quy Nhon University. The analysis focuses only on the speaking skill due to the scope and limited time of the study. Both quantitative and descriptive methods were used with the assistance of analytic and synthetic ones to help work out the best feasible findings. The questionnaires were delivered to 200 General English-majored sophomores who were chosen randomly in 4 classes (course 41) after they had experienced learning speaking English in both approaches namely the integrated-skills approach and the segregated-skills one. Four teachers who are in charge of teaching speaking English in these two approaches were also asked to give responses to the questions in the questionnaires exclusively for teachers . These questionnaires were collected and analysed, and most importantly, this research has found out that the segregated-skills approach has revealed to be far more effective than the integrated-skills approach from the teachers’ and students’ perspectives.