Action research: promoting speaking in EFL College students

Evelyn Almeida; Andrea Rosero

doi:10.29166/kronos.v4i2.5286

Authors

Evelyn Almeida
Andrea Rosero Universidad Central del Ecuador

DOI:

https://doi.org/10.29166/kronos.v4i2.5286

Keywords:

speaking, action research, collaborative work, input strategy, corrective feedback

Abstract

This research study is an action research project done by two EFL teachers and a group of 10 university students who have taken English as a requirement in college. This project aimed to promote participation, accuracy, and fluency in speaking ESL students. The researchers used four strategies: Collaborative Group Work, Input Strategy, Interactive Activities, and Corrective Feedback in a seven-week course. In the end, students showed more confidence and more fluency in expressing their opinions and feelings and sharing their comments with their classmates. The researchers also observed that they reduced their pronunciation mistakes when talking about specific topics.

Downloads

Download data is not yet available.

References

Cambridge University Press (2013). Face2face oral placement test. Retrieved October 29, 2020 from https://vdocuments.mx/oral-placement-test-cambridge-university-press-2013-face2face-oral-placement.html

Chapin, S. H., O’Connor, C., & Anderson, N. C. (2003). Classroom discussions using math talk in elementary classrooms. Math Solutions, 11.

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. New York, NY: Routledge.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2. ed.). Portsmouth, NH: Heinemann.

Gödek, Y. (2004). Research on group Work and Collaborative Work and its Implications for primary School teachers. Gazi Üniversitesi Kırşehir Eğitim Fakültes, 5(2), 27-34.

Khosidah, I. W. (2017). Improving Students’ Speaking Skill through Focus Group Discussion (FGD) Technique (A Classroom Action Research for the Second Grade Students of SMPN 2 MERTOYUDAN in the Academic Year of 2017/2018) (Doctoral dissertation, IAIN SALATIGA).

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.

Michaels, S., & O’Connor, C., (2012). Talk Science Primer. Cambridge, MA: TERC.

Swain, M., & Lapkin, S. (2013). Focus on form through collaborative dialogue: Exploring task effects. In Researching pedagogic tasks (pp. 109-128). Routledge.

Tech4Learning, Inc. (2019), Rubric maker. Retrieved October 26, 2019 from: https://rubric-maker.com/