Speaker
Description
Many educators assume that communicative classes are the most effective way to improve learners’ speaking skills. However, what are the pedagogical benefits of this approach, and can improvement in such classes actually be measured? Using a mixed-methods research design, this study attempted to answer these questions by investigating the development of Japanese university students’ speaking fluency, interactional competence, and self-efficacy during a highly communicative one-semester speaking and discussion course.
Abstract section 5: References
Galaczi, E. D. (2014). Interactional competence across proficiency levels: How do learners manage interaction in paired speaking tests? Applied Linguistics, 35(5), 553–574. https://doi.org/10.1093/applin/amt017
Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge.
Abstract section 4: Outcomes/results
Utterance fluency significantly improved during the semester. Early gains were mainly due to reduced pausing time, whereas in the second half of the semester an accumulation of marginal gains indicated that discrete aspects of speech production were beginning to integrate. Interactional competence also developed during the semester, evidenced by an increase in collaborative behavior and a diversification of interactional techniques. Furthermore, participants produced longer and more complex contributions over time as they adapted to the demands of the discussion tasks. Finally, speaking self-efficacy increased significantly in the first half of the course as students grew accustomed to the communicative environment.
Abstract section 2: Contribution/research questions
The main research questions addressed in this study were:
1. To what extent does speaking fluency develop during a one-semester course of spoken interaction?
• as measured in monologue activities
• as measured in group discussions
• as perceived by native-speaker raters
2. To what extent does interactional competence develop during a one-semester course of spoken interaction?
3. To what extent does speaking self-efficacy and anxiety change during a one-semester course of spoken interaction?
Abstract section 3: Content/method
Data, in this mixed-methods study, were gathered from 20 low-intermediate learners at three time points throughout the semester. Data collection activities consisted of audio-recorded monologues and video-recorded group discussions, consisting of three members, which were used to investigate the development of fluency and interactional competence. All recorded monologues and discussions were transcribed, with the latter additionally coded in terms of topic development and support moves. Individual difference variables were investigated via self-reported questionnaire data.
Abstract section 1: Relevance
This study investigated the development of Japanese university students’ speaking fluency, interactional competence, and self-efficacy during one semester of a communicative, twice-weekly speaking and discussion course. Although many learners express the desire to improve their speaking, it remains an open question whether and how quickly they can acquire such skills in an EFL environment, in which opportunities to use the target language are limited outside the classroom. Fluency measures related to the utterance and perceived aspects of Segalowitz’s (2010) triadic framework. Interactional competence measures were based on Galaczi’s (2014) efforts to quantify the construct, and were supplemented by qualitative analysis.
| Title | How Do Learners Develop in a University Speaking Class? |
|---|---|
| Teaching Context | College and university education |