Speaker
Description
Tsukuba University Graduate Student Showcase: This study explores whether speaking affects responses to subsequent comprehension questions in integrated reading-to-speaking tasks. When comprehension is measured after learners have retold the text content, their responses may reflect not only what they understood during reading but also retrieval or reconstruction occurring during speaking. Using retrospective verbal reports, the study examines how learners answer comprehension questions administered after speaking and whether they report being influenced by the preceding speaking.
Abstract section 1: Relevance
Measuring reading comprehension is often considered difficult in integrated reading-to-speaking tasks. If reading comprehension is measured before speaking, this intervention may affect subsequent speaking performance itself. By contrast, it remains unclear whether checking comprehension checks administered after speaking can reveal whether speaking itself strengthens comprehension.
Abstract section 2: Contribution/research questions
The pilot study aims to identify methodological issues that should be considered when post-speaking comprehension responses are used as evidence of text comprehension.
Abstract section 3: Content/method
Participants will perform integrated reading-to-speaking tasks in the following order: reading a text, retelling the text, and answering comprehension questions in Japanese. Retrospective verbal reports will be collected to explore how participants arrive at their responses to comprehension questions and whether they report drawing on information retrieved or reconstructed during the preceding speaking task.
Abstract section 4: Outcomes/results
The pilot study is expected to provide qualitative observations concerning how learners arrive at post-speaking comprehension responses and the extent to which the preceding speaking task contributes to those responses. Findings from this pilot will shed light on the design and interpretation of comprehension measures in integrated reading-to-speaking tasks.
| Title | Does Speaking Shape Comprehension in Read-to-Speak Tasks? |
|---|---|
| Teaching Context | General |