The paper titled "Elicitation: A Powerful Diagnostic Tool for Actively Involving Learners in the Learning Process" by Shanjida Halim and Tanzina Halim focuses on the role of elicitation in English as a Foreign Language (EFL) classrooms, particularly in the context of Saudi Arabia. The primary focus of the research is to examine the effectiveness of elicitation as a diagnostic tool for engaging learners and to explore the attitudes of teachers and students toward this technique.
The purpose of the study is to investigate the merits and demerits of elicitation in EFL classrooms and to determine the extent to which elicitation can enhance student participation and motivation. The study also aims to identify factors that influence teachers' use of elicitation techniques and to provide recommendations for improving the application of these techniques in language learning environments.
The methodology employed in this research includes both quantitative and qualitative approaches. The study was conducted at a university in Saudi Arabia, where 30 undergraduate students and 15 non-native English language teachers participated. Data collection was carried out through questionnaires administered to both students and teachers, as well as semi-structured interviews with the teachers. The data were analyzed using content analysis for the qualitative data and simple computational techniques for the quantitative data.
Key findings of the study indicate that experienced teachers generally have a positive attitude toward elicitation and use various techniques such as brainstorming, pre-lesson discussions, and rhetorical questions to engage students. However, novice teachers often struggle with effectively implementing elicitation due to a lack of experience and training. The study also found that while active learners appreciate and respond well to elicitation, passive learners may find it challenging and prefer a more teacher-centered approach.
The study concludes that elicitation is a valuable tool for creating a learner-centered classroom and enhancing student engagement. However, its effectiveness is contingent upon the teacher's skill in applying the technique and the students' willingness to participate. The authors suggest that teachers need to be trained in using elicitation techniques effectively and should balance different types of questions to maintain student interest and participation. Additionally, the study highlights the importance of addressing the challenges posed by passive learners, large class sizes, and time constraints in the successful application of elicitation in EFL classrooms. The paper underscores the significance of further research to explore how teachers can be better equipped to use elicitation as a means to foster higher levels of classroom interaction.