Collaborative and Self-Directed Learning Strategies to Promote Fluent EFL Speakers

Autor/in	Buitrago, Angela Gamba
Titel	Collaborative and Self-Directed Learning Strategies to Promote Fluent EFL Speakers
Quelle	In: English Language Teaching, 10 (2017) 5, S.139-157 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Learning Strategies; English (Second Language); Second Language Learning; Language Fluency; Grounded Theory; Mixed Methods Research; Independent Study; Foreign Countries; Oral Language; Observation; Language Teachers; Second Language Instruction; Cooperative Learning; Intervention; Student Attitudes; Word Frequency; Teacher Attitudes; Colombia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Selbststudium; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Beobachtung; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Kooperatives Lernen; Schülerverhalten; Word analysis; Frequency; Wortanalyse; Häufigkeit; Lehrerverhalten; Kolumbien
Abstract	Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students' reflections, compiled through a survey, and the teacher's classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners' confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01