THE ROLE OF SUGAR-COATED APPROACH IN TEACHING SPEAKING FOR EFL STUDENTS
This research work reviews relevant literature on speaking skills, affective factors in language learning, affective strategies and the sugar-coated approach as a supportive method for teaching speaking. As speaking is one of the most challenging skills that foreign language learners encounter, an educator should implement an appropriate approach to combat with students’ language anxiety, fear of making mistakes, and a lack of self confidence. The ephasis of sugar-coated approach on indirect correction and positive feedback reflects one aspect of humanistic principles of teaching while facilitating the development of fluency and accuracy of speaking skills smultaneously. Research indicated that the use of affective strategies and supportive approaches can increase students’ speaking confidence, participation, and overall proficiency in speaking English as a foreign language, while reducing emotional barriers associated with learning to speak in EFL classrooms, thereby promoting successful oral communication.
1. Alonso A.R. (Ed.). Speaking in a second language (Vol.17). John Benjamins Publishing Company. 2018. https://doi.org/10.1075/aals.17
2. Brown, H.D. Principles of language learning and teaching (5th ed.). Pearson Education. 2006.
3. Bogodad, N.U., Thamrin, N.S., and Mappewali, A. A study on students’ anxiety in speaking English. Journal of Foreign Language and Educational Research, 4(2), ISSN:2620-8474, 2021. https://jurnal.unismuhpalu.ac.id/index.php/JOFLER/article/view/2203/1921
4. Dornyei, Z. Motivational strategies in the language classroom. Cambridge University Press. 2001.
5. Dornyei, Z. The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates. 2005.
6. Gardner, R.C. Social psychology and second language learning: the role of attitudes and motivation. Adward Arnold. 1985.
7. Horwitz, E.K., Horwitz, M.B., and Cope, J. Foreign language classroom anxiety. The Modern Language Journal, 70(2), 1986. 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
8. Krashen, S.D. Principles and practice in second language acquisition. Pergamon Press. 1982.
9. Mujahidah, M., Abdul Rauf, F., and Dj, M.Z. Empowering students’ affective factors in teaching speaking through integrated communicative activities. Asian Journal of Applied and Social Studies, vol.2(1), 2022. https://doi.org/10.35307/asiantj.v2i1.38
10. Munir, Talib,A., Anugrah, A.S. EFL Students’ Strategies in Dealing with Speaking Anxiety in Post Pandemic Class, Tamaddun Jurnal Bahasa, Sastra Dan Budaya, ISSN 0216-809X (Print) ISSN 2685 – 4112 (Online) 2023. DOI:10.33096/tamaddun.v22i2.312
11. Nafa, M.S. A broad guide to teaching the skills of listening and speaking. Cambridge Scholars Publishing. 2023. 12. Nurwandi, N., Korompot, C.A., and Baa, S. The implementation of socio-affective strategies in improving Indonesian junior secondary school students’ speaking ability. Klasikal: Journal of Education, Language Teaching and Science, 4(1), 2022. pISSN: 2656-9914 e-ISSN: 2656-8772
13. Oxford, R.L. Language learning strategies: What every teacher should know. Heinle and Heinle. 1990.
14. Richards, J.C. Teaching listening and speaking: From theory to practice. Cambridge University Press. 2009.
15. Richards, J.C. and Rodgers, T.S. Approaches and methods in language teaching (3rd ed.) Cambridge University Press. 2014.
16. Stevick, E.W. Humanism in language teaching. Oxford University Press. 1990.
17. Virdaus, V.V. The strength of socio-affective strategy with Skype video call in the teaching speaking. MOTORIC: Meadia of Teaching Oriented and Children, 2(1), 2018. ISSN:25805851
Copyright (c) 2026 «ACTA NUUz»
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
