An Integrated Approach to Developing and Assessing EFL Students' Speaking Ability and Strategy Use

Autor/in	Chou, Mu-Hsuan
Titel	An Integrated Approach to Developing and Assessing EFL Students' Speaking Ability and Strategy Use
Quelle	In: Language Education & Assessment, 4 (2021) 1, S.19-37 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chou, Mu-Hsuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-3591
Schlagwörter	Learning Strategies; Second Language Learning; Second Language Instruction; Comparative Analysis; Speech Communication; Undergraduate Students; English (Second Language); Teaching Methods; Metacognition; Skill Development; Class Activities; Scores; Language Tests; Foreign Countries; Needs Assessment; Feedback (Response); Communicative Competence (Languages); Cooperative Learning; Pronunciation; Grammar; Language Fluency; Vocabulary Development; Taiwan + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Language test; Sprachtest; Ausland; Bedarfsermittlung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kooperatives Lernen; Aussprache; Grammatik; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit
Abstract	Speaking a foreign language is a complicated process that involves linguistic competence, skills, and strategy use. Communicating through English in English for Academic Purposes courses is a basic requirement for EFL learners, but it can be a challenge. To improve the quality of speech, strengthen components of speaking competence, and raise learner awareness of metacognition, Goh and Burns (2012) propose an integrated pedagogical approach featuring a teaching cycle for developing and assessing students' speaking. The present study accordingly aimed to test how far the teaching-speaking cycle was able to develop low-intermediate Taiwanese EFL university students' speaking ability. Sixty university students participated in the study, which employed a quasi-experimental design. The Experimental Group (EG) received Goh and Burns' integrated pedagogical approach for 18 weeks, whereas the Control Group (CG) simply practiced speaking as regular in-class activities. Speaking tests and questionnaires were used. The results showed that the EG adopted the rehearsal and social strategies more frequently than the CG. In the case of speaking performance, the EG students steadily improved their speaking ability through the semester. The speaking performance of the CG students, however, was limited. A close inspection of the scores revealed marked improvements in particular speaking components for the EG participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01