Appreciative Inquiry Approach and Its Effects on English Oral Communication Skills of Teacher Education Students

Autor/inn/en	Hilao-Valencia, Patricia Mariz; Ortega-Dela Cruz, Ruth A.
Titel	Appreciative Inquiry Approach and Its Effects on English Oral Communication Skills of Teacher Education Students
Quelle	In: MEXTESOL Journal, 47 (2023) 1, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Oral Language; Communication Skills; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Inquiry; Teacher Education Programs; Intervention; Workshops; Preservice Teachers; Language Teachers; Self Esteem; Personality Traits; Feedback (Response); Student Attitudes; Student Motivation; Positive Reinforcement; Teaching Methods; Learning Processes; Preferences; Instructional Effectiveness; Videoconferencing; Speech Communication; Holistic Approach; Scoring Rubrics; Philippines + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lernwerkstatt; Schulung; Language teacher; Sprachunterricht; Self-esteem; Selbstaufmerksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtserfolg; Holistischer Ansatz; Scoring formulas; Auswertungsbogen; Philippinen
Abstract	Good oral communication skills are necessary to help people understand and process information in a clear manner. Aspiring language teachers must be able to exemplify good verbal ability to become competent in their fields. Therefore, it is important to develop a future teacher's ability to communicate in English. This study investigated the effects of the Appreciative Inquiry (AI) approach on the oral communication skills of teacher education students in a local college in Laguna, Philippines. Appreciative Inquiry is defined as the art and practice of asking questions that strengthen a system's capacity to heighten positive potential; it focuses on doing more of what is already working, rather than focusing on fixing problems (Whitney & Cooperrider, 2011). A group of 11 student participants were given treatment in the form of an intervention workshop that followed the 4D cycle model of Appreciative Inquiry. Results revealed a significant impact in the students' motivation to improve their oral communication skills. The intervention sessions had a positive effect on their self-confidence and eagerness to proceed with specializing in English language education. Their notion of their own personality that reflected negative self-talk was observed to have been significantly transformed into high self-esteem and determination. Feedback from the post-intervention interview suggested that the AI approach is a viable method that can be used in the classroom setting to build a safe learning space for students who engage in second language acquisition because the sessions give out a sense of fulfilment, positive reinforcement, and self-paced success. It is recommended that teachers employ AI techniques in their teaching-learning plans to sustain their students' motivation in pursuing Teacher Education and to support their varying needs and preferences based on the strengths they already possess. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01