Sessions / Speaking/Communication
Due largely to the fact that they do not live in an English-dominant environment, it is critical that EFL students practice language production in their classrooms. The EFL classroom may be the only context in which they produce the language, and production is necessary for individual success in a second language. At the same time, EFL students may be uncomfortable speaking for a variety of reasons. This workshop will discuss how to teach speaking in an EFL classroom. Teachers will practice tasks aimed at teaching individual speaking skills for presentations and interactive assignments. Teachers will have the time to create lessons based on these strategies that they can use in their individual classrooms. Assessment of speaking tasks will also be discussed.
From ancient times to now, stories have been a means to share our experiences and develop our communities. But, how can we bring storytelling into the language classroom? This presentation will describe how the textbook, Discover Conversation, can help learners to share and react to each other’s stories. It will demonstrate ways to scaffold the learning process so that learners can be exposed to and engage in more authentic L2 storytelling.
Singing popular songs as a group can increase motivation and group cooperation, lower anxiety, and improve pronunciation and intonation. Chorus English is a novel approach to singing in non-children’s EFL classes. Rather than using music as a filler or a hook, its goal is singing songs well from a linguistic perspective. It can be utilized by both new and experienced teachers who aspire to enrich their student’s communicative capacities and social skills.
This report on action research was conducted in a university setting with the aim of promoting the “right” talk – exploratory talk in small group work. Action research offers opportunities for teacher reflection on dialogic pedagogy and, in this case, helped to promote student talk that consisted of longer turns and more meaningful content.
Online ESL teaching in the Philippines is a rising industry that requires a thorough understanding of the process in teaching and the strategies of tutors.
Students in Japan spend a lot of time and energy studying for various exams during their educational journeys. In particular, language ability tests such as the IELTS are often quite intimidating for second language learners and even native-level speakers. In this workshop, we shall analyse the IELTS band descriptors for speaking and discuss some strategies and techniques that language teachers can employ in their routine classes to help students improve their IELTS scores.
Following the Movement Control Order which was enforced in Malaysia to contain the COVID-19 outbreak in Malaysia, teachers and students found themselves engaging in a virtual world. For many English language teachers, utilizing online platforms for teaching was something they had never tried. In this presentation, I describe how English language teachers in Malaysia leveraged features of WhatsApp for teaching English remotely.
Although speaking is often regarded as the essential language skill, learners often feel frustrated that their ability to speak is still inadequate despite years of study. This talk will look at insights, old and new, about what the skill of speaking is and how to help learners improve their spoken ability. We will also look at why and how to incorporate “time to speak” in lessons and courses, whether delivered face-to-face or online.
The presentation reports on a survey and follow-up interviews investigating over 60 second-year college students’ experience of “Zoom” online classes, focusing on willingness to communicate (McIntyre et al, 1998). Students responded to questions on specific aspects hypothesized to affect willingness to communicate (WTC), such as group size, interlocutor factors, and confidence with technology. McCroskey’s (1992) WTC survey was used as a base for comparison. Strategies for mitigating reluctance to communicate will also be considered.
Nurturing community is critical for fully engaging students in learning. This presentation will explore how building community reduces psychological resistance and encourages student engagement. It discusses how to encourage an engaged learner community by building trust, making communicative activities more meaningful, and by focusing on learners’ personal point of view. A questionnaire to measure student resistance and engagement will be introduced. The focus will be hands-on and practical.
Though many second language teachers feel a need to inject some intercultural learning in the context of low-intermediate and intermediate level speaking classes, it is often difficult to make this a reality. In this practical workshop, the presenters will show some practical methods and materials that can foster intercultural understanding, leading to deeper insights that will aid students as they navigate an ever more globalized society.
Can you almost hear the crickets chirping in a supposedly lively English-speaking class? Help students boost their speaking confidence through these teaching tips! Learn how to turn a quiet speaking class into an interactive one. In this workshop, the participants will be presented effective ways to achieve a successful speaking class by using simple methods that centralize on building the learners’ self-esteem and enthusiasm.
This study explores the effects of reading skills on speaking performances of Japanese university students in an English as a foreign language (EFL) environment. To investigate the relations between these two skills, reading and speaking tests were administered to 99 university students. After clarifying the students’ proficiency in lower- and higher-level processes from the reading test and speaking performances from the speaking test, the relationship between these two skills are discussed.
Although educators provide students with a proper learning environment, including suitable materials, instruction, and advice, their goal is to help students become autonomous learners. An English teacher at a language school and a language advisor created materials together to integrate the enhancement of students’ speaking skills with advising techniques. The report showed that the crossroads of these ideas could enhance students’ language proficiency and self-study skills.
Reflective practice is deemed effective in building a community of teachers. Duoethnography can be used for reflective practice as it involves two or more researchers juxtaposing their life histories to analyze a phenomenon (Norris & Sawyer, 2016). In this presentation, two university-level English language instructors will analyze the use of oral presentation in English language learning by discussing their past language learning experiences, present teaching beliefs, and how these beliefs have influenced their classroom practice.
PechaKucha presentations have exploded in popularity since their introduction in 2003. Traditionally, PechaKucha requires speakers to work with computers and software such as PowerPoint or Keynote. Rules require twenty slides timed at twenty-seconds each. This makes each presentation succinct and fast-paced. The presenters follow the same format but without the technology usually associated with this presentation style. Afterwards participants will be asked to do an abbreviated presentation following the “unplugged” format.
Teaching discussion online requires considerations including securing maximum student-student interaction time, teachers’ effective monitoring, and students’ self-monitoring. In this workshop, the audience will first learn how some teachers have overcome the above challenges posed by the pandemic. Then, they will experience a discussion lesson from students’ and teachers’ points of view, monitoring use of discussion skills in small-group interactions. Recommended especially for teachers with less experience teaching discussion in university and high school settings.
Using conversation analysis (CA), two sets of conversation data from two pairs of Japanese high school students with different proficiency levels in English were analyzed. Key differences emerged in how they interacted in English in relation to their communication strategy use and turn-taking practices. This poster presentation will be of interest to those who wish to understand how students of different proficiencies navigate communicative tasks.
This poster explores the interplay of social anxiety and an interaction-focused oral curriculum. Results from pre- and post-surveys examining aspects of social anxiety, learners’ comments on the factors that helped mediate feelings of anxiousness gathered, and implications for helping anxious learners to adjust to communicative classrooms are discussed.
The notion that interactional competence in the L2 emerges naturally once sufficient lexical/grammatical knowledge is in place was disputed by Widdowson (1978). This presentation suggests that the ability of learners to interact in the L2 requires both explicit teaching of interactional skills and also extensive opportunities for learners to engage in non-directed, phatic interactions. The presenter will outline the theoretical underpinnings of using free conversation in class time in relation to an interactional syllabus.
Free talk allows for learners to develop fluency in a more natural context while also developing a supportive community of learners. This speaking practice is based on Lev Vygotsky’s socio-cultural learning theory, which theorizes that the interaction between individuals is essential for learning. This presentation will discuss why and how to implement free talk in a university setting, as well as how these interactions help create a classroom community.
Reported speech is a key language skill but it is often dealt with in a superficial manner in EFL textbooks or skipped altogether. This presentation reports on a survey of 220 EFL speaking textbooks’ coverage of reported speech. The survey identifies and enumerates a number of shortcomings. Participants should come away with a better understanding of the importance of reported speech, the inadequacies of textbooks, and the necessity of going beyond the textbook content.
“Framing“ helps us understand how people perceive experiences and develop metacognitive and metalinguistic processes. The English as a Foreign Language classroom frame involves paradoxical ambiguities which many teachers exploit productively. However, in the rush to establish blended and remote learning systems, it is easy to neglect valuable aspects of classroom practice. This session will workshop practical responses to blended and remote learning EFL scenarios in light of understandings about how framing can support learning.
Speaking skills are becoming critical for students’ success in many academic environments and workplaces, and yet they rarely get the attention they deserve in the classroom. In this session, I’ll be exploring strategies for helping students get the most out of speaking-focused communicative activities and building students confidence and fluency. We’ll talk about practical ways of solving common problems to get students speaking more.
This workshop will demonstrate how to use a storytelling technique (Al Harrasi, 2012; Hirai & Koizumi, 2008; Keshta, 2013; Morrow, 1988; Wang, 2013) in an English listening and speaking class. Participants will read a short story, rewrite key parts of the story, and retell it to their partner. In addition, participants will understand how this activity was perceived by first year English junior college students via the data collection method of narrative frames (Barkhuizen 2014).
Non-classroom teaching is the new norm and teachers are now familiar with the challenges and (occasional) joys of working remotely with students. It’s essential that materials support teachers in these new realities, offering classroom teaching ideas but recognising that we may not be meeting students face to face regularly. This presentation will highlight aspects of Smart Choice 4th edition which can help inside and outside the classroom and autonomous features that support students working alone.
In this practice based session, the presenter will explain the development and scaffolding of a weekly routine where students took turns acting as a discussion leader for their peers by creating discussion questions and facilitating group discussion. The presenter will describe pre-teaching activities to improve discussion skills, the framework used to guide students through discussion preparation and presentation, and materials used for grading the weekly leader.
This research focused on examining how language was being used in a mid-sized private Japanese university’s English conversation lounge area. Through analysis of transcriptions of recordings, the researchers discovered patterns in distribution and length of turns, direct vs indirect interventions, and attention towards accuracy and fluency. The implications of the findings can help inform the development of and training for other such English conversation lounge areas at other universities.
This study reports on the monologic and dialogic discourse from 42 students, and how student fluency and production (speaking time and the number of words spoken) differ over two groups, one with lower TOEIC scores (average 257) and the other with higher TOEIC scores (659). While speaking times were marginally significant, the number of words doubled with the advanced group. A common problem, however, is the students’ inability to elaborate more on their initial responses.
Cultivating communicative English skills has become a priority at all levels of English education. However, teachers often have difficulty finding ways to successfully facilitate communication among groups of students. Conversation cards offer a solution. Cards serve as a tactile reminder to participate in group conversations and provide a useful framework in which to participate. This workshop introduces practical ways to use conversation cards as well as sample conversations, evaluation methods, and card templates.
How often do you give your learners the chance to speak in English about self-selected topics that match their interests and level? Learners are often asked to speak with a purpose in class, such as fulfilling grammatical, lexical or pragmatic goals, or discussing a set topic. The findings of a classroom-based research project are presented comparing student engagement with a free-speaking activity in two conditions; speaking with the instructor and speaking with peers.