'Divergent-thinking' a tool used in english speaking classes to improve oral fluency: a study on private university students at undergraduate level of Bangladesh

Abstract

The globalization of English and a growing demand for competent English language users in the job markets have placed a greater emphasis on English language teaching in Bangladesh. This article examines the language learning techniques in English speaking classes in response to the global influence at undergraduate level of Bangladeshi university. A survey and focused group discussion (FGD) based on an observation of recordings with the students have been done to draw the conclusions of students f implicit and explicit understanding of speaking lessons. Also, an interview of the teachers has been conducted. Needless to say, all the methodologies were given an equal importance in the research with the equal contribution to the found data. This study also observes if gdivergent thinking in English h can be used in the speaking classes as a tool to improve the oral production of the students. Findings from the study with relevant references from the literature suggest that the students have been overall satisfied with their speaking classes. Cross ]functional analysis of teachers f response and students f response suggest that the tools which have been used in the classes have been successful to initiate more spontaneous communication and improve student fs ability of oral production. This has also been found from the FGD and the experiment of divergent thinking which has been done with the students that divergent thinking in English may influence language learning although its functionality and application in speaking classes of undergraduate level students of Bangladesh haven ft been proved. The study of socio ]psychological variables and relative tests of brainstorming and divergent thinking to language processing will probably provide additional insights on the topic.