Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Abstract

Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students' reflections, compiled through a survey, and the teacher's classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners' confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers

“…Here, the collaborative role of the language teacher and the peers are of primary importance as a motivating factor. In line with this point, Buitrago (2017) investigated the effects of SDL and within-class collaborative learning on enhancing the speaking skills of undergraduate EFL students at a Colombian university. She found that when students engaged in SDL and then shared what they have learned with each other in the class, their oral communication skills improved, their language anxiety decreased, and their self-confidence enhanced.…”

Developing EFL Fluency Skills Among Faculty of Education Students Using the Multimodal Approach

“…Temerová (2007) pointed out that speaking a foreign language is a necessity for everyone in general and students in particular. Therefore, Buitrago (2017) asserted that the development of speaking skills should be a priority.…”

“…Thus, fluency can be acquired when interacting with others collaborative and by making mistakes. Learning collaboratively motivate students to speak fluently, engage them in realistic communicative situations, increase their confidence, and make their personal reflection (Buitrago, 2017).…”

“…One of the most challenges teachers and students face in many EFL classes is speaking English fluently. It is assumed that problems of fluency are due to the lack of practice in authentic context, students' low motivation towards speaking in front of others, as well as limited use of speaking strategies (Buitrago, 2017). Thus, learning to speak fluently requires a lot of practice in different situations.…”

IMPROVE YOUR ENGLISH THROUGH THE 21st CENTURY SKILLS

“…Peserta didik diharapkan bisa bekerja dalam kelompok untuk menunjukkan tujuan dalam meningkatkan kemampuan mereka dalam bekerja sama dengan yang lainnya. Pendapat yang sama dikemukakan oleh Vigotsky, perspektif konstruktivis (Buitrago, 2017) mengungkapkan bahwa pembelajaran kolaborasi adalah sebuah pendekatan yang sangat kuat yang dilakukan oleh perorangan bersama-sama untuk membangun pengetahuan dan mencapai tujuan bersama. Bekerjasama dalam sebuah kelompok dengan mempertahankan konsep tentunya akan memiliki pencapaian yang lebih baik daripada bekerja sendiri.…”