Adopting a teaching-learning cycle framework for EFL speaking classes in higher educational contexts

Abstract

This paper aims to investigate the implementation of a teaching-learning cycle framework in English as a Foreign Language (EFL) speaking classes at Samudra University, Aceh. This investigation focused on analyzing the applicability of the framework in EFL speaking classes and the students’ perceptions of the framework adoption on their speaking learning. A qualitative method was used in this study where the data taken from classroom observations, student’s open-form questionnaires, and lesson plans. The subjects were 25 students in the third semester attending a course named Speaking III. The findings show that the students are more active, motivated, and confident to their classroom English speaking practices and find more English language expressions and vocabularies through this applicable framework, the students perceive the cycle speaking activities positively, and all students undoubtedly support the lecturer’s continuity of the framework adoption to other English Speaking classrooms. Hence, teachers of oral English classes are suggested to consider adopting this framework that some insights on how they could work within the cycles are offered in this study, such as the tutor’s position within the cycles and the development of cycle sequence in teaching.