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Getting EFL students to speak an action research approach.

Getting EFL students to speak an action research approach.

 Talandis Jr, Gerald.
 2015
 tr. 11-25. Oxford University Press. English ISSN: 09510893
Ngôn ngữAction Research.Tiếng Anh.Giảng dạy.Nghiên cứu hành động.
Tác giả CN Talandis Jr, Gerald.
Nhan đề Getting EFL students to speak: an action research approach./ Gerald Talandis Jr, Michael Stout.
Thông tin xuất bản 2015
Mô tả vật lý tr. 11-25.
Tùng thư Oxford University Press.
Tóm tắt This article exemplifies an action research-based approach for addressing conversation skills in an EFL setting. In many EFL contexts, especially those where English is a required subject, getting students to speak can be a challenge. In 2011, at a private Japanese university, a year-long action research project was conducted to help 160 first-year students taking mandatory English classes speak more fluently. The intervention was a new syllabus featuring personalized topics, more L1 support, direct instruction of pragmatic strategies, and frequent assessment of spoken English. Questionnaires, class notes, and recorded data from three iterative cycles of research were collected and analysed to evaluate the intervention from student and teacher perspectives. Results indicate that by the end of the year, student conversations appeared more fluent and accurate. Implications applicable to teachers working in other contexts are discussed.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Action Research.
Từ khóa tự do Tiếng Anh.
Từ khóa tự do Giảng dạy.
Từ khóa tự do Nghiên cứu hành động.
Tác giả(bs) CN Stout, Michael.
Nguồn trích ELT journal.- 2015, Vol. 69, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a Oxford University Press.
520[ ] |a This article exemplifies an action research-based approach for addressing conversation skills in an EFL setting. In many EFL contexts, especially those where English is a required subject, getting students to speak can be a challenge. In 2011, at a private Japanese university, a year-long action research project was conducted to help 160 first-year students taking mandatory English classes speak more fluently. The intervention was a new syllabus featuring personalized topics, more L1 support, direct instruction of pragmatic strategies, and frequent assessment of spoken English. Questionnaires, class notes, and recorded data from three iterative cycles of research were collected and analysed to evaluate the intervention from student and teacher perspectives. Results indicate that by the end of the year, student conversations appeared more fluent and accurate. Implications applicable to teachers working in other contexts are discussed.
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653[0 ] |a Action Research.
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