The Use of the 3/2/1 Technique to Foster Students' Speaking Fluency

Autor/inn/en	Molina, Mireya; Briesmaster, Mark
Titel	The Use of the 3/2/1 Technique to Foster Students' Speaking Fluency
Quelle	In: i.e.: inquiry in education, 9 (2017) 2, Artikel 8 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Language Fluency; English (Second Language); Second Language Learning; Speech Skills; Action Research; College Second Language Programs; Qualitative Research; Statistical Analysis; Curriculum Implementation; Student Improvement; Pretests Posttests; Interviews; Teaching Methods; Instructional Effectiveness; Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mündliche Leistung; Sprachfertigkeit; Projektforschung; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland
Abstract	For learners of English as a foreign language (EFL), fluency is one of the most difficult aspects to develop within the speaking skills. The Chilean teaching context has witnessed a gradual shift from the traditional grammar-translation approach to a more communicative one, thereby making it necessary to discover new strategies to develop students' speaking skills. This action research was conducted in a technical university in Chile, and it investigated how the use of the 3/2/1 technique influenced students' speaking fluency. Quantitative and qualitative data were collected for analysis. The results of the study indicate that after the implementation of the 3/2/1 technique, there was a small improvement in the students' speech in terms of words per minute (WPM) and pauses made. The majority of the participants found this technique useful for their development of fluency. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01