VietTESOL International Convention, VietTESOL International Convention 2018

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The Exploitation of Eliciting Techniques by Fourth-year Students in Their teaching practicum at English Division I, Faculty of English Language Teacher Education, ULIS-VNU
Thuy Thanh Nguyen

Building: A12
Room: Room 305
Date: 2018-10-12 02:45 PM – 03:15 PM
Last modified: 2018-09-16


Elicitation is praised as an effective technique for teachers and students. It is believed to increase student talking time, maintain student attention, draw on what students already or partly know, provide weaker students with opportunities to participate in class and motivate them to learn (Doff, 1988; Ur, 1996). Therefore, using eliciting techniques effectively is of great importance to teachers and student-teachers. The current research aimed at investigating how the student-teachers used elicitation during their practicum at English Division I. Specifically, it explored these student-teachers’ perceptions of the necessity of eliciting techniques in language teaching together with the frequency of using those. Besides, the study discovered the student-teachers’ and first-year students’ evaluation of the student-teachers’ elicitation. Also, it found out the student-teachers’ difficulties when using these techniques in class and their suggested solutions to such difficulties. The study found out that the student-teachers believed in the necessity of eliciting techniques. Moreover, all eliciting techniques were employed, among which asking questions was the most frequently used technique. Regarding the effectiveness of the techniques, most student-teachers identified positive influences of these techniques on their teaching. Besides, as the direct beneficiary of elicitation, the surveyed first-year students shared this opinion and considered asking questions combined with games or activities the most effective technique. The student-teachers suggested plenty of solutions to deal with their difficulties in exploiting elicitation. The paper was, therefore, expected to serve as a reference for both student-teachers and experienced teachers in mastering elicitation.