Speaker
Abstract section 4: Outcomes/results
The participants (JALT attendees) will have a clear understanding of how perceived threat impacts speaking performance, be exposed to strategies for designing brain-friendly speaking tasks, and have access to immediate application strategies for university EFL classrooms.
Abstract section 5: References
Solhi, M. (2024). The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts. Journal of Psycholinguistic Research, 53. https://doi.org/10.1007/s10936-024-10071-y.
Abstract section 2: Contribution/research questions
This poster offers a perspective from the field of neuropsychology, shifting the focus from the student to the conditions in EFL speaking task design. The poster demonstrates the potential of task design to reduce threat and keep the thinking brain engaged during speaking tasks, thereby encouraging more fluent speech without compromising academic demands or expectations.
Abstract section 1: Relevance
Oral communication is an essential component of EFL learning in university, and it is observed that despite the learning of communication skills in secondary education, EFL learners may face communication difficulties in English, especially when expected to speak in front of other people. This may be due to low self-confidence or inability, but a study by Solhi (2024) says that neuropsychology may also provide a new perspective on this problem. Speaking in a foreign language, particularly in front of others, may activate the amygdala, and this may reduce cognitive ability related to working memory, speech planning, and speech production.
Abstract section 3: Content/method
The poster explains the role of the amygdala in threat response through simple psychoeducational information accessible to non-experts. It then outlines practical strategies for EFL lecturers, including increasing predictability, framing speaking as practice rather than evaluation, using gradual exposure, reducing social risk through pair or group work, and providing cognitive aids such as keywords and images. These strategies are organized using a train journey metaphor and include a brief reflection on classroom implementation.
| Title | On Track to Fluency: Brain-Based EFL Task Design |
|---|---|
| Teaching Context | College and university education |