English teaching assistant programme effectiveness in enhancing students' speaking proficiency: a descriptive study / Roszita Mat Zin

The aim of this study was to determine the mentor teachers' perceptions on the presence of English Teaching Assistant Programme (ETA ) at their schools. Previous studies have indicated the learning of English as a second language especially in speaking can be difficult without help from teachers and a conducive environment. Factors such as of low self confidence and lack of exposure to the target language contributed to the problem. The implementation of ETA Programme in Terengganu is carried out as one of the ways to increase students' English spoken proficiency. Therefore this study sought to investigate the mentor teachers' perceptions towards overall ETA acceptance and management, the roles of ETAs, their relationship with the ETAs and the contribution of the programme towards enhancing students' English speaking proficiency. The study was conducted in Terengganu involving 17 mentor teachers and 17 ETAs. 15 ETAs and 15 mentor teachers responded to the questionnaire. Semi-structured interviews were carried out with 4 respondents to triangulate the results of this study. Quantitative findings displayed favourable and positive responses towards the programme. It revealed that the respondents viewed the programme as a positive step to improve students' speaking proficiency especially in their interest to speak in English. Qualitative findings supported the results and positive opinions were gathered. In addition, this study suggests further research can be conducted with a larger sample. It is hoped that further studies on these issues can improve and enhance the programme in line with the mentor teachers, ETAs and students' interest and benefits.