Sessions / Speaking / Conversation
The presenters will share tips and tricks to create a well-organized flipped classroom that invites student participation and produces marked improvement in speaking skills. All meta-skills are utilized in this active, student-centered hybrid teaching style. Learning objectives are focused on developing confidence and fluency as well as providing attention to pronunciation and intonation and incorporate methods for providing corrective feedback derived from a pedagogy emphasizing student-centered learning, metacognition, and student self-reflection. The presenters have been working together over the course of several semesters, both pre-pandemic to teach freshman speaking skills in hybrid classrooms offline using Google classroom, and during the pandemic in real-time, online classes using a university LMS. Workshop attendees can glean takeaways shared on challenges faced and solutions discovered in the process of flipping a class and moving a class online, as well as have opportunities to discuss their own classes with other teachers who have similar goals.
Since the onset of the coronavirus, EFL teachers have turned to videoconferencing applications such as Zoom and WebEx, which enable a wide range of interactive classroom activities. These apps have features called "breakout rooms" that let students do small-group activities and tasks. The hope is that (assuming good internet connections) the interactive processes will be the same or similar to offline classrooms, implying that overall task performance will be similar, and therefore, learning opportunities will also be similar. This study questions this assumption. Recordings from four university classes across two semesters of groups doing tasks on Zoom were compared to those of groups working offline. In general, the online learners (using Zoom) had different interaction patterns: they engaged in more task-organizing talk, had more and longer pauses, and engaged in fewer language-related episodes (LREs) than did the offline learners. The implications for teaching and learning are discussed.
This study explored the benefits of language authenticity between non-native speakers and native speakers through computer-mediated communication. The concept of authenticity is to expose learners to “real English with intrinsically communicative quality” (Lee, 1995, p. 324). This study included twenty-three EFL college students who presented in English to native speakers of English and bilingual speakers with a near native-speaking English proficiency for six weeks. Data were collected from the synchronous interaction recordings, reflective essays, and oral evaluation rubrics. Content analysis was adopted to analyze body language, pronunciation, content, fluency, grammar, structure, linking language, and interaction with the audience. The results showed that the authentic interaction for participants was positive on the following language learning factors: motivation, preparation, willingness to communicate, language anxiety, vocabulary, and intercultural understanding. The study has implications for creating more authentic language learning and development through computer-mediated communication.
This is a presentation of my own research into online 1:1 general-purpose speaking classes with adults. I'll present a few recorded extracts of moments when a correction or repair-initiation was launched and encountered trouble. First, we'll analyze these extracts through a traditional SLA lens and then analyze the same extracts through a more social/ethnomethodological lens (as is the trend in many journals these days), compare the findings, and consider which approach is more relevant to different contexts.
Soliloquizing has been identified as oral fluency training practice in Chinese after-school settings. Nevertheless, the actual potency of soliloquizing has not been established; in particular, whether soliloquizing is effective in promoting EFL learners’ fluency in spontaneous speech has yet to be validated. This study set out to establish the efficacy of soliloquizing in promoting spontaneous speaking fluency and to explore its optimal implementation setting(s). 31 EFL undergraduates were randomly assigned to four soliloquizing conditions, which differed in terms of time-pressure and restriction of filler words. To examine participants’ gains under the four soliloquizing conditions, their pruned speech rates before and after the treatment were cross-compared. Additionally, questionnaires and interviews were administered to these participants to probe their experience with soliloquizing. Analysis showed that soliloquizing effectively enhanced the participants’ affect and fluency gains, albeit to different extents under different implementation conditions.
Stop the insanity. Grammar-based English is failing another generation of students. With videos and ten years of data, this presentation details conversation-based learning from first-day placement test to last-day improvement data. The method is writing for speaking. Writing before speaking improves accuracy; speaking to many partners improves fluency. Students sit in pairs and have "speed dating" conversations. They get a new topic every week and a new partner every seven minutes. Everybody speaks half the time, and half the time their partner is a better speaker. The self-transcribed conversation test completes the system. Students get extensive personal feedback, and teachers get accurate grading and improvement data. In short: students write what they say, talk about what they wrote, transcribe what they said, and correct their own mistakes. Students do all the work. Good. An education is preparation for life, and life is not a grammar test.
Conversation Class 101 #1069
Have you ever walked into a university classroom full of unmotivated, low-level students who are seemingly unwilling or unable to participate in classroom activities? You are not alone. This very common problem has a simple solution. In this presentation, participants will learn how to design simple, student-centered activities that will get students talking with one another, talking with the teacher, and having fun. These activities are not only fun and engaging for university students but also a time-saving tool for busy teachers who are constantly lesson planning. This presentation focuses mainly on partner speaking activities that encourage students to use target vocabulary and add their own personally meaningful details to each answer. The end goal of this presentation is to maximize student talking time and allow students of all levels to participate meaningfully in conversation with their peers.
"During the COVID-19 era, Zoom has been viewed by many (if not most) educators as a “temporary” and “inferior” environment to hold classes that until 2020 were always taught in the conventional brick-and-mortar classroom. This workshop will present an alternative view (a “re-envisionment”) – one that not only suggests but urges that Zoom be retained as a permanent fixture in EFL education, especially when it involves adult learners. This workshop will allow attendees to learn new ideas on how to teach speaking skills in the Zoom environment and practice some of these in groups. Participants will also be encouraged to share their own ideas with each other. Most of the strategies discussed will be applicable to all learning contexts, including the regular, traditional brick-and-mortar classroom. It will also be an opportunity to learn about some of the latest EFL research that is occurring in the Zoom context."