The Impact of the Participatory Approach on EFL learners’ Language Proficiency: Focus on Teachers’Perspective

Abstract

The current study set out to investigate the impact of the participatory approach on the language proficiency of EFL learners. Moreover, the study aimed at probing into the effect of the participatory approach on learning grammar and vocabulary. Additionally, the study sought to explore the attitudes of teachers in this regard. The initial participants of the study were 60 Iranian EFL learners from two intact classes. Out of the original 60 students, 39 participants whose scores on the language proficiency test fell within ±1 standard deviation of the mean, attended all treatment sessions and completed all test booklets included in the final analyses. For fourteen sessions, regular teaching practice through the conventional book-based method of conducting an English class ensued. In the experimental group; however, the participatory approach tasks and activities were adopted, in which various participatory approach-based techniques, activities, role play, problem-solving activities, group work and collaborative tasks in the classroom instruction were implemented. The results of statistical analyses indicated that there was no statistically significant difference between the performance of the participatory approach group and the conventional approach group on the language proficiency test. However, the results of further statistical analyses revealed that the participatory approach had a positive effect on the participants' knowledge of vocabulary and grammar. Results of the interview with the teachers revealed that they had positive attitudes towards implementing the participatory approach and they were willing to use at least some of the tasks and activities in their future courses. Based on the findings of the present study, EFL teachers are encouraged to use participatory activities in teaching English.