The Impact of Powerful Oral Language Lab on Chilean EFL Preservice Teachers

Autor/inn/en	Ward, Hsuying Chiou; Andruske, Cynthia Lee
Titel	The Impact of Powerful Oral Language Lab on Chilean EFL Preservice Teachers
Quelle	In: International Journal of School & Educational Psychology, 1 (2013) 3, S.176-187 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2013.809619
Schlagwörter	Oral Language; Second Language Learning; English (Second Language); Second Language Instruction; Language Teachers; Self Esteem; Foreign Countries; Qualitative Research; Case Studies; Public Speaking; Teaching Methods; Preservice Teacher Education; Task Analysis; Language Usage; Student Attitudes; Preservice Teachers; Practicums; Teacher Effectiveness; Teacher Competencies; Semi Structured Interviews; Chile + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Self-esteem; Selbstaufmerksamkeit; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Vortrag; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Aufgabenanalyse; Sprachgebrauch; Schülerverhalten; Practicum; Praktikum; Praktika; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst
Abstract	This exploratory qualitative case study reports the impact of using a public-speaking structure (Powerful Oral Language Lab [POLL]) in teaching preservice Chilean English pedagogy students. It describes how this task-based method of English as a Foreign Language (EFL) teacher training is related to language strategic competence. Twenty students from Year 4 of an EFL teacher training program in Chile participated in structured oral language training. Facilitated by the instructor, they engaged in weekly POLL meetings to use their English in an intense, but fun-filled, socially situated, learning environment. Six months after their POLL experiences, 15 completed their practicum, and 14 completed their practicum and were interviewed about how POLL might relate to their strategic competence as an English teacher and learner. Findings suggested positive effects of POLL and, more important, self-perceived positive changes in their strategic competence during their teaching. Univocally, participants maintained that POLL built their self-confidence and self-esteem as learners and pre-teachers of English in a Spanish-speaking country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01