Frankly speaking : learner perceptions of an unplugged speaking course in Kurdistan, Iraq

Abstract EN

This study explores learner perceptions of the implementation of the Unplugged (or Dogme) approach in a speaking practice course that was taught at two levels.

Because dissonance between teaching approaches and learner expectations regarding classroom norms can lead to a rejection of new methods, learner perceptions of and reactions to the introduction of unfamiliar approaches should be investigated.

Unplugged is highly interactive, learner-personalized and materials-light.

It focuses on language which emerges from learner needs and interests as the stimuli for learning rather than relying on course books or prefabricated materials.

The Unplugged approach was applied because it was deemed an effective means of promoting authentic, personalized interaction that would encourage participation and language production.

This approach stands in stark contrast to teaching methods and roles traditional to the region.

Therefore, this study examines initial impressions of learners toward this pedagogic procedure.

The study employs a questionnaire to garner perceptions, particularly focusing on opinions regarding the interaction, personalization and effectiveness of the course.

The questionnaire is primarily quantitative though several open-ended questions gather richer qualitative data.

After 16 hours of instruction, the questionnaire was administered to 34 learners in two separate classes: 10 pre-intermediate-level males and 24 elementary-level females.

The participants were university graduates and were teachers-in-training in the Ishik University Teacher Development Program (IUTDP) in Erbil, Kurdistan, Iraq.

The quantitative and qualitative data were analyzed to form generalizations about learner perceptions.

These findings suggest that overall the learners of this speaking course were positive toward the Unplugged approach, although some voiced a desire for the inclusion of more structure and teacher-learner interaction.