Abstract:
Sitting in the classroom for rather a long time, listening to the teacher and otherstudents, and having occasional responses are what typically happen in the Englishteaching classrooms around the world. ETS, a big hall with at least three sites aslanguage learning zones, brings about a dynamic method which environmentallysimulates communicative occasions to provide the learners with an exciting andintensive practice on the current conversations through role-playing. In this study,the efficiency of ETS was evaluated in an experimental research design. To do so,34 students of English Language and Literature at Semnan University were takenas subjects in two conversation classes. Upon the completion of the course for 10sessions, a T-test was applied to see if the method makes any significantimprovement. The result showed that ETS was significantly better than thetraditional method. To see the students’ opinions about the method, a questionnairewas also conducted with the results revealing students’ positive feedback towardthe method
Machine summary:
ETS, a big hall with at least three sites aslanguage learning zones, brings about a dynamic method which environmentallysimulates communicative occasions to provide the learners with an exciting andintensive practice on the current conversations through role-playing.
Key words: English; Learning, Simulator; Site, Role-playing; Semnan University;Conversation Introduction Language learning in the classroom is a prevailing method around the world.
It is worth mention that it has always been applied in difference scientific areas as an effective tool too: for instance as a data collection method (Mackey and Gass, 2005), in clinical skills (Comer, 2005), in teaching the sciences at schools (Stellato, 2002), in teaching chemistry (Spain, 1992), in teaching writing (Smagorinsky, 1991), in teaching disabled children (Beck and Verticchio, 2003), in introducing information system in business (Kerr, Troth, and Pickering, 2003), and in fostering intrinsic motivation (Dickey, 2006).
It is worth mention that it has always been applied in difference scientific areas as an effective tool too: for instance as a data collection method (Mackey and Gass, 2005), in clinical skills (Comer, 2005), in teaching the sciences at schools (Stellato, 2002), in teaching chemistry (Spain, 1992), in teaching writing (Smagorinsky, 1991), in teaching disabled children (Beck and Verticchio, 2003), in introducing information system in business (Kerr, Troth, and Pickering, 2003), and in fostering intrinsic motivation (Dickey, 2006).
To do this, an experiment was designed and two research hypotheses were made as follows: - There is no significant difference between traditional method of language teaching and ETS to improve conversational abilities of English language and literature students at Semnan University.