Year: 2024
Type: article
Abstract: This paper describes the implementation of five activities (individual oral presentation, impromptu speech, graduation speech, puppetry, and voice-over roleplay) in an EFL speaking class at a Turkish university. In order to make students produce English output and change their resistance towards in-class participation, a ten-week programme has been implemented. Providing L2-speaking experience under different task conditions, the aim was to investigate student narratives on advantages and disadvantages of each activity and to illustrate how spoken production activities could be useful in getting EFL learners to talk. Qualitative data collected through journal entries, focus group discussions, and classroom observations have been analysed using thematic narrative analysis. Findings indicate that students favour the diversity in speaking activities they do in the classroom and highlight unique aspects of each activity type based on their learning experiences. Implications applicable to EFL teachers practising in similar contexts are also discussed.
Source: Journal of Language Research
DOI: 10.51726/jlr.1502523
Authors: Ayça Aslan, Tunay Taş
Institution: Yozgat Bozok Üniversitesi
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
Funder: Bozok Üniversitesi
OpenAlex ID: W4405663180