An action research study designed to implement student negotiation to improve speaking classroom practice in Turkey

Abstract

This paper reports the second stage of an action research study designed to improve the effectiveness of speaking classes through negotiating the lesson contents with students. The data were collected through interviews, questionnaires and observations as a way of eliciting students' views. The research, conducted in an English language teaching department at a university in Turkey, comprised eight weekly-based interventions that involved planning, action, observation, and reflection, in which students were given a voice and classroom activities were designed accordingly. Student negotiation allowed for the identification of both structural and affective factors influencing the quality of speaking classes. The teacher's roles in activities, the number of students in group work activities, the level of control in speaking activities, and the role of input were found to be issues worth considering in designing speaking classes. Issues such as finding the activity 'interesting' and 'useful', 'feeling comfortable' and 'being competitive' also influenced the effectiveness of activities. Involving students in this action research study promoted positive attitudes towards classes since students reported feeling valued and important.

Integrating L1 into Grammar Teaching as a Remedy for Learners’ Unresponsiveness in an ESP Classroom: An Action Research

“…The results also show that learners" behaviors change when measures are taken. Within this study, the learners held positive perceptions regarding integration of L1 into teaching grammar as it was seen to facilitate language skills development and various aspects of language learning i.e., metalinguistic awareness, input comprehension, and also self-confidence and lower stress and anxiety which were seen to facilitate their willingness to participate and communicate (also see Uztosun et al, 2014). However, it needs to be remembered that L1 had a controlled use as it was only used for teaching grammar.…”

“…phonology, morphology, syntax, and semantics which the grammatical knowledge and competence includes (Canale & Swain, 1980as cited in Brown & Abeywickrama, 2010 as the cross-comparison of L1 and English was provided. Lastly, all stated that they became more willing to participate and communicate (also see Uztosun et al, 2014). In this sense, the shift from unresponsiveness to the perception of willingness to participate and communicate could have resulted from developing confidence in their abilities to use English in the class (also see Cuartas Alvarez, 2014).…”

“…In this sense, the shift from unresponsiveness to the perception of willingness to participate and communicate could have resulted from developing confidence in their abilities to use English in the class (also see Cuartas Alvarez, 2014). Therefore, in such cases where learners" voices are considered, their motivation and self-esteem are boosted (see Uztosun et al, 2014Uztosun et al, , 2018.…”

“…Consequently, unresponsiveness can be solved through creation of appropriate learning environments and improvement of teaching methods (Bledsoe & Baskin, 2014;Zhouyuan, 2016). Therefore, there needs to be means, teaching methodologies, specific techniques, and classroom research (see Uztosun et al, 2014Uztosun et al, , 2018 to meet learners" needs to encourage them to become active and responsive.…”

Does being taught by native English-speaking teachers promote improvement in speaking skill more?

“…Literature entails a plethora of research investigating diverse means to be utilized to improve EFL/ESL learners' speaking skills (Bygate, 2010;Cepik & Yastıbaş, 2013;Dowling, 1957;Ebadi & Asakereh, 2017;Gonzales & Castaneda, 2018;Gupta & Stern, 2015;Hassani, Nahvi & Ahmadi, 2013;Hayward, 2017;Hudges, 2011;Mahfouz & Ihmeideh, 2009;Hunter, Westwick & Haleta, 2014;Nation & Newton, 2008;Richards, 2008;Uztosun, Skinner & Cadorath, 2014;Sun, Lin, You, Shen, Qi & Lou, 2017). One of those studies was carried out by Forbes and Fisher (2018) with the purpose of examining the impact of metacognitive learning strategies on students' speaking skills.…”