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Third-year Vet Med Students’ Speaking Performance in English: Evaluation and Suggestions

Received: 12 August 2019     Accepted: 30 August 2019     Published: 17 September 2019
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Abstract

The ascertainment of the Third-Year Vet Students’ poverty to perform in oral English has been noticed in the Veterinary Medicine Department at the University of Kinshasa. People join universities and colleges in order to acquire sufficient knowledge that makes them capable of working in different areas of life. The Third-Year Students in Veterinary Medicine Department need a good command of English for both their academic activities (for the present moment) and job requirements (for the future). Unfortunately, the reality is that these students are less proficient in oral English than they are expected to be. Considering their poor performance, this article aims at evaluating the Third-Year Students’ performance in oral English so as to suggest recommendations for successful speaking performance. To collect and analyze data, qualitative and quantitative methods are used. As far as the qualitative methods are concerned, this article applies the Capstone Project or Course, Syllabus Review, Observation, SWOT Analysis, and Course Evaluation Survey. Capstone Project is used to evaluate the students’ knowledge, abilities, and concepts they have required from the first year up to the third one. Syllabus Review Method is used to examine both the teaching objectives and outcomes so as to make sure whether the students have reached the expected performance or not. Observations Methods is used to examine the students’ behaviors and their environment in which the learning took place. SWOT Analysis is used to examine how the course content matches academic and occupational purposes. Course Evaluation Survey is used to point out the students’ perception of the English course. Apart from the qualitative methods, the quantitative methods used in this paper are Certification, Exit Exam, and Performance. Certification Method is useful in evaluation of the students’ general knowledge of English used in the veterinary medicine field. Exit Exam is employed in this paper to realize how much the students are able to apply their English knowledge in their life. Performance Method is used to evaluate the students’ ability to give presentations as it is required. The results of the analysis of data and the related interpretation prove that the Third-Year Students are not performant in oral English because of the reasons listed in this paper. Furthermore, the conclusion of the interpretation suggests recommendations so as to cure the problem related to the lack of speaking performance in the Third-Year Students.

Published in Communication and Linguistics Studies (Volume 5, Issue 3)
DOI 10.11648/j.cls.20190503.12
Page(s) 65-73
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Speaking Performance, Evaluation, Students’ Needs, Teaching Process, Debates, Presentations

References
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[3] Boothroyd, R. A. (2018). Process and Outcome Evaluation Approaches. South Florida: University of South Florida.
[4] Cambridge English. (2016). Principles of Good Practice. Research and innovation in language learning and assessment. Cambridge: Cambridge University Press.
[5] Derbinski, N. And Reinhardt, T. (2017). The Evaluation Process in 10 Steps – a Guideline. Berlin: Brotfür die Welt.
[6] Desheng, C. And Varghese, A. (2013). “Testing and Evaluation of Language Skills” in OSR Journal of Research & Method in Education. Vol. 1. Issue 2. pp. 31-33 online.
[7] Gertler, P. J. et al. (2016). Impact Evaluation in Practice. Second Edition. Washington, DC: International Bank for Reconstruction and Development / The World Bank.
[8] Ghazali, N. H. M. (2016). A Reliability and Validity of an Instrument to Evaluate the School-Based Assessment System: A Pilot Study in“International Journal of Evaluation and Research in Education (IJERE)”. Vol.5, No.2, June, pp. 148~157 ISSN: 2252-8822.
[9] KEY, T. S. (2014). “Evaluation: Types and Characteristicsof a Good Evaluation Process” in Child Development and Pedagogy. Online.
[10] Peersman, G. (2014). Overview: Data Collection and Analysis Methods in Impact Evaluation in “UNICEF Office of Research”. Florence: UNICEF.
[11] Reishaan, A. K. and Taha, W. A. (2008). The Relationship between Competence and Performance Towards a Comprehensive TG Grammar. Kufa: University of Kufa-College of Art.
[12] Sonnentag, S. And Frese, M. (2001). Performance Concepts and Performance Theory. Germany: University of Konstanz.
[13] Woodhouse, L. D. (2007). Outcome measures for assessing progress of meeting PHP or SPH Goals. Washington, DC: CEPH Technical Assistance Session.
[14] Kapur, R. (2018). Factors Influencing the Students Academic Performance in Secondary Schools in India. Delhi: University of Delhi.
[15] Carrasco D. And Irribarra, T. D. (2018) The Role of Classroom Discussion. In: Sandoval-Hernández A., Isac M., Miranda D. (eds) Teaching Tolerance in a Globalized World. IEA Research for Education (A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA)), vol 4. Springer, Cham.
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  • APA Style

    Larice Toko Lumanda. (2019). Third-year Vet Med Students’ Speaking Performance in English: Evaluation and Suggestions. Communication and Linguistics Studies, 5(3), 65-73. https://doi.org/10.11648/j.cls.20190503.12

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    ACS Style

    Larice Toko Lumanda. Third-year Vet Med Students’ Speaking Performance in English: Evaluation and Suggestions. Commun. Linguist. Stud. 2019, 5(3), 65-73. doi: 10.11648/j.cls.20190503.12

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    AMA Style

    Larice Toko Lumanda. Third-year Vet Med Students’ Speaking Performance in English: Evaluation and Suggestions. Commun Linguist Stud. 2019;5(3):65-73. doi: 10.11648/j.cls.20190503.12

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  • @article{10.11648/j.cls.20190503.12,
      author = {Larice Toko Lumanda},
      title = {Third-year Vet Med Students’ Speaking Performance in English: Evaluation and Suggestions},
      journal = {Communication and Linguistics Studies},
      volume = {5},
      number = {3},
      pages = {65-73},
      doi = {10.11648/j.cls.20190503.12},
      url = {https://doi.org/10.11648/j.cls.20190503.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20190503.12},
      abstract = {The ascertainment of the Third-Year Vet Students’ poverty to perform in oral English has been noticed in the Veterinary Medicine Department at the University of Kinshasa. People join universities and colleges in order to acquire sufficient knowledge that makes them capable of working in different areas of life. The Third-Year Students in Veterinary Medicine Department need a good command of English for both their academic activities (for the present moment) and job requirements (for the future). Unfortunately, the reality is that these students are less proficient in oral English than they are expected to be. Considering their poor performance, this article aims at evaluating the Third-Year Students’ performance in oral English so as to suggest recommendations for successful speaking performance. To collect and analyze data, qualitative and quantitative methods are used. As far as the qualitative methods are concerned, this article applies the Capstone Project or Course, Syllabus Review, Observation, SWOT Analysis, and Course Evaluation Survey. Capstone Project is used to evaluate the students’ knowledge, abilities, and concepts they have required from the first year up to the third one. Syllabus Review Method is used to examine both the teaching objectives and outcomes so as to make sure whether the students have reached the expected performance or not. Observations Methods is used to examine the students’ behaviors and their environment in which the learning took place. SWOT Analysis is used to examine how the course content matches academic and occupational purposes. Course Evaluation Survey is used to point out the students’ perception of the English course. Apart from the qualitative methods, the quantitative methods used in this paper are Certification, Exit Exam, and Performance. Certification Method is useful in evaluation of the students’ general knowledge of English used in the veterinary medicine field. Exit Exam is employed in this paper to realize how much the students are able to apply their English knowledge in their life. Performance Method is used to evaluate the students’ ability to give presentations as it is required. The results of the analysis of data and the related interpretation prove that the Third-Year Students are not performant in oral English because of the reasons listed in this paper. Furthermore, the conclusion of the interpretation suggests recommendations so as to cure the problem related to the lack of speaking performance in the Third-Year Students.},
     year = {2019}
    }
    

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  • TY  - JOUR
    T1  - Third-year Vet Med Students’ Speaking Performance in English: Evaluation and Suggestions
    AU  - Larice Toko Lumanda
    Y1  - 2019/09/17
    PY  - 2019
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    DO  - 10.11648/j.cls.20190503.12
    T2  - Communication and Linguistics Studies
    JF  - Communication and Linguistics Studies
    JO  - Communication and Linguistics Studies
    SP  - 65
    EP  - 73
    PB  - Science Publishing Group
    SN  - 2380-2529
    UR  - https://doi.org/10.11648/j.cls.20190503.12
    AB  - The ascertainment of the Third-Year Vet Students’ poverty to perform in oral English has been noticed in the Veterinary Medicine Department at the University of Kinshasa. People join universities and colleges in order to acquire sufficient knowledge that makes them capable of working in different areas of life. The Third-Year Students in Veterinary Medicine Department need a good command of English for both their academic activities (for the present moment) and job requirements (for the future). Unfortunately, the reality is that these students are less proficient in oral English than they are expected to be. Considering their poor performance, this article aims at evaluating the Third-Year Students’ performance in oral English so as to suggest recommendations for successful speaking performance. To collect and analyze data, qualitative and quantitative methods are used. As far as the qualitative methods are concerned, this article applies the Capstone Project or Course, Syllabus Review, Observation, SWOT Analysis, and Course Evaluation Survey. Capstone Project is used to evaluate the students’ knowledge, abilities, and concepts they have required from the first year up to the third one. Syllabus Review Method is used to examine both the teaching objectives and outcomes so as to make sure whether the students have reached the expected performance or not. Observations Methods is used to examine the students’ behaviors and their environment in which the learning took place. SWOT Analysis is used to examine how the course content matches academic and occupational purposes. Course Evaluation Survey is used to point out the students’ perception of the English course. Apart from the qualitative methods, the quantitative methods used in this paper are Certification, Exit Exam, and Performance. Certification Method is useful in evaluation of the students’ general knowledge of English used in the veterinary medicine field. Exit Exam is employed in this paper to realize how much the students are able to apply their English knowledge in their life. Performance Method is used to evaluate the students’ ability to give presentations as it is required. The results of the analysis of data and the related interpretation prove that the Third-Year Students are not performant in oral English because of the reasons listed in this paper. Furthermore, the conclusion of the interpretation suggests recommendations so as to cure the problem related to the lack of speaking performance in the Third-Year Students.
    VL  - 5
    IS  - 3
    ER  - 

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Author Information
  • Department of English Letters and Civilization, University of Kinshasa, Kinshasa, Democratic Republic of Congo

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