Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco

Autor/in	El Mortaji, Latifa
Titel	Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco
Quelle	In: English Language Teaching, 11 (2018) 2, S.82-98 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Public Speaking; Goal Orientation; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Teaching Methods; Feedback (Response); Language Teachers; Speeches; Scoring Rubrics; Skill Development; Role; Grades (Scholastic); Pretests Posttests; Case Studies; Qualitative Research; Statistical Analysis; Morocco + Suchen Sie Ihr Suchwort? Ausland; Vortrag; Zielorientierung; Zielvorstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Scoring formulas; Auswertungsbogen; Kompetenzentwicklung; Qualifikationsentwicklung; Rollen; Notenspiegel; Case study; Fallstudie; Case Study; Qualitative Forschung; Statistische Analyse; Marokko
Abstract	Research on impact of sustained impromptu speaking on public speaking competency development is scarce and lacking. The researcher investigated Moroccan college students' public speaking competency development through extemporaneous (i.e. carefully prepared and rehearsed) speech performance, after implementation of a teaching strategy involving treatment through weekly impromptu (i.e., involving little or no preparation) speaking sessions combined with individual goal-setting strategy (teacher feedback). For this purpose, the researcher assessed 64 extemporaneous speeches delivered over the course of a semester using the public speaking competence rubric (PSCR), and observed the students' public speaking progress through 90 impromptu speaking activities using a weekly goal-setting strategy. Results revealed that a combination of sustained impromptu speaking and goal-setting contributed significantly and effectively to public speaking skills development over the course of the semester. They also clearly showed that the teacher's weekly goal-setting strategy played a major role in building speakers' confidence and overall improvement. Considering the linguistic and cultural background of the students involved, together with the speech genres and the instructor's task requirements, new public speaking competency dimensions and sub-dimensions have been identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01