Literaturnachweis - Detailanzeige
| Autor/in | Ironsi, Chinaza Solomon |
|---|---|
| Titel | Improving Communicative Competence Levels of Pre-Service Teachers through Spoken-Based Reflection Instruction |
| Quelle | In: Journal of Education, 203 (2023) 3, S.678-689 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ironsi, Chinaza Solomon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/00220574211044543 |
| Schlagwörter | Communicative Competence (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Reflective Teaching; Language Teachers; Teacher Attitudes; Preservice Teachers; Teacher Education Programs; Language Skills; Student Attitudes; Speech Communication; Listening Comprehension Tests; Language Tests; Teacher Student Relationship; Foreign Countries; Private Colleges; Undergraduate Students; Cyprus Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehrerverhalten; Language skill; Sprachkompetenz; Schülerverhalten; Hörverstehensübung; Language test; Sprachtest; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Privathochschule; Zypern |
| Abstract | This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants' level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
