Speaker
Description
This study reports on a 10-week project of self-talk practice designed for university students, supported by qualitative analyses of their reflections. The results suggest that this simple approach can bring about significant changes in learners’ communicative endeavors, pragmatic awareness, and self-reflection on their learning and daily lives. Such fostered self-reflection may lead to Reflective Practice, promoting continuous learning and improvement both within and beyond the sphere of language learning.
Abstract section 3: Content/method
After learning about the method of self-talk practice, Japanese university students (N=103) implemented the practice for approximately 10 weeks in their free time, recorded their activities on a daily basis, and wrote a final reflection paper. Then the presenter analyzed the data (activity logs and reflection papers) in accordance with the qualitative research procedure (Bazeley, 2013), with a focus on interpreting affective factors experienced by the participants.
Abstract section 4: Outcomes/results
The results indicated that, in addition to perceived improvement in speaking skills, the self-talk practice brought about significant changes in learners’ 1) communicative endeavors with pragmatic awareness, 2) speaking anxiety, 3) development of autonomy and agency, and 4) self-reflection on their learning as well as life in general. A shift in learners’ attention from “what to say” to “how to say it” can be a big step toward pragmatic efforts in practical communication, and fostered self-reflection can lead to Reflective Practice for continuous learning and improvement. These advantages can benefit both in and outside the sphere of language learning.
Abstract section 5: References
Bazeley, P. (2013). Qualitative data analysis. Sage Publications.
Hughes, R. (2002). Teaching and researching speaking. Pearson Education Longman.
Iwamoto, N. (2016). An investigation of Japanese university students’ English-speaking skills. Studies in English Linguistics and Literature, 26, 1-16.
Abstract section 1: Relevance
Regardless of their learning objectives or preferences, many EFL learners wish to improve their speaking and communicative skills. Yet, systematic instructions specifically targeting speaking development are less likely to be provided in the classroom (Iwamoto, 2016). Although an increasing number of learners use AI, which can yield positive results to a certain extent, the real challenge lies in the fact that many learners face speaking anxiety and struggle even when generating an initial conversation. Ideally, they should be able to vocalize what they want to say as soon as ideas occur to them (Hughes, 2002).
Abstract section 2: Contribution/research questions
For that purpose, learners should realize that they do not need interlocutors in the initial output process, and by adopting the act of self-talk, they can practice speaking by using themselves as a resource. This study investigates the effects of such self-talk practice with two research questions: 1) How did learners feel about self-talk before and after the implementation? and 2) What changes have they experienced through the practice?
| Title | Self-Talk to Boost Pragmatics and Reflective Practice |
|---|---|
| Teaching Context | College and university education |