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This is an experimental study evaluating the students’ performance as shown in their oral responses as sample activities in English are given to them in English classes. It determined the classroom activities that elicited their prejudices, values, breaking habits, and constructing a new point of view.
Three intact English 111 classes were used as subjects in the study. A quasi- experimental non-equivalent control group design was used. The traditional lecture and the use of visual materials were tried in English classes. The data were gathered from the audio- taped responses of the students, transcribed, evaluated, and scored through the help of the language experts to ensure that the students’ responses reflected higher order thinking.
The findings showed that both methods: traditional lecture and use of visual materials were found to be very effective in enhancing and developing oral and thinking skills of the students. In eliciting speeches or responses from their prejudices, values, habits, and points of view as sample activities were given to them found to be interesting for they were not just practicing or using their effective skills in speaking the English language but they used the chance to express and share their feelings and experiences with their classmates and teacher. Significant differences were found in the speaking performances of the students in their pretest and post test results using the lecture method and visual materials in English. The sample activities in English made the students participate in the discussions whether they were taught with visuals or not. Their effectiveness in stirring their oral and thinking skills should lead to the integration of these sample activities in freshman English classes.
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