Improving Speaking Fluency through 4/3/2 Technique and Self-Assessment

Autor/inn/en	dos Santos, Jardel Coutinho; Ramírez-Ávila, María Rossana
Titel	Improving Speaking Fluency through 4/3/2 Technique and Self-Assessment
Quelle	In: TESL-EJ, 26 (2022) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (dos Santos, Jardel Coutinho) ORCID (Ramírez-Ávila, María Rossana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Speech Communication; Comparative Analysis; Teaching Methods; Feedback (Response); Learning Processes; Self Evaluation (Individuals); Language Fluency; Scoring Rubrics; Independent Study; Grade 9; Computer Software; Goal Orientation; English (Second Language); Second Language Learning; Second Language Instruction; Action Research; Foreign Countries; Pretests Posttests; Ecuador + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Scoring formulas; Auswertungsbogen; Selbststudium; School year 09; 9. Schuljahr; Schuljahr 09; Zielorientierung; Zielvorstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Projektforschung; Ausland
Abstract	This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students' speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. After the implementation of the two techniques, fluency increased in both groups. However, the experimental group showed a significant difference compared to the control group. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating; and the self-assessment revealed the importance of feedback. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The implications for teaching/learning and the limitations found during the study are discussed. Some recommendations for future research are presented. This research is addressed to EFL teachers who want to help students improve their spoken fluency. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01