Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners

Wang, Zhiqin

doi:10.5539/elt.v7n2p110

Cited by 70 publications

(64 citation statements)

References 34 publications

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“…The results show that learners’ speaking performance and critical thinking are positively correlated. Wang () claimed that when learners are speaking in EFL, three factors influence their speaking competency: cognitive, linguistic and affective factors. It is important to note that cognitive factors involve speaking processes such as conceptualization, formulation and articulation (Levelt, ).…”

Section: Discussionmentioning

confidence: 99%

Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety

Chen¹,

Hwang²

2019

Brit J Educational Tech

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The present study explored the impact of concept mapping‐based flipped learning as a listening‐speaking strategy on learning achievement, English as a foreign language (EFL) learners’ critical thinking awareness and EFL speaking anxiety. The study utilized a pretest/posttest control and a quasi‐experimental design. Seventy‐two EFL learners were assigned to experimental (n = 37) and control (n = 35) groups. The results of the pretest indicated that the participants of the two groups were homogeneous concerning their proficiency level, critical thinking awareness and EFL speaking anxiety. The experimental group was instructed to construct concept maps after each listening task, and formulated their answers to the required speaking tasks from their concept maps. The results of the posttest indicated that concept mapping has a positive and significant influence on EFL learners’ English speaking performance and critical thinking awareness, and can decrease their speaking anxiety. Moreover, the relationships between concept mapping, learning performance, and critical thinking are statistically correlated. The results also revealed a significant negative relationship between speaking anxiety and the other variables. What is already known about this topic Students learn at their own pace and learn with repeated exposure to the same material to strengthen and deepen their understanding until they acquire the knowledge in flipped learning. The strategy of concept mapping is not only to support learners to organize concepts, but also to develop their ideas. Concept mapping can foster learners’ confidence and build up their background knowledge, so it will facilitate their speaking ability. What this paper adds A concept mapping‐based flipped learning as a listening‐speaking strategy is proposed to help improve students’ listening and speaking skills, EFL learners’ critical thinking awareness, and decrease speaking anxiety. In addition to supporting students’ foreign language learning, the results showed that the proposed approach provides positive results on the concept mapping‐based flipped learning for speaking training course. Implications for practice and/or policy The concept maps served as an approach to help students draw complex conceptual relationships and as an outcome measurement. The learners’ language performance and critical thinking are positively correlated. The learners’ concept mapping scores revealed not only in their performances, but also in speaking, conceptualization, and formulation.

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Section: Discussionmentioning

confidence: 99%

Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety

Chen¹,

Hwang²

2019

Brit J Educational Tech

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“…According to Wang (2014), EFL learners may not be able to speak fluently while trying to perform in the target language because linguistic and emotional factors may affect their oral competences. To prevent this, students should be backed up with knowledge, vocabulary, as well as strategies to minimize their fear, excitement, and stress.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Role-Playing Simulation Activities on the Improvement of EFL Students’ Business English Oral Communication

Suchada¹,

Asama²

2018

The Journal of AsiaTEFL

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The current study investigated the effects of role-playing simulation activities in the improvement of 45 Thai EFL university students' business English oral communication. Firstly, a pre-speaking test was administered in order to get data on the students' business oral communication skills. After the completion of each unit, the participants were asked to perform role-playing simulations according to the given scenarios in the course. A post-speaking test was used at the end of the 15-week instructional period as well as a questionnaire that investigated the students' attitudes towards activities. The results showed that the teaching method had positive effects on the improvement of students' oral communication skills. Furthermore, there were statistically significant differences between the mean scores of the pre-and post-tests. The students improved most in acting confident, whereas problem solving appeared to be less successfully improved through these activities. The data gained from the questionnaire revealed the students' positive attitudes towards learning through role-playing simulation activities. It is suggested that for more sustainably effective oral communication in business English contexts, teachers should give more sufficient practice with problem solving and fluency buildingnbuilding.

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“…As explored above, although the majority of Arabic Educational Ministries have taken steps to incorporate CLT principles into the EFL curricula, one can argue that this process of adoption is challenging in EFL contexts (Anderson 1993, Asassfeh et al 2012, Bahumaid 2012, Bataineh, Bataineh and Thabet 2011, Ellis 1996, Li 1998, Schweisfurth 2011, Wang 2014. Consequently, it causes a gap between the theoretical underpinning of the CLT principles and its implementation.…”

Section: Gaps and Challenges In Clt Adoptionmentioning

confidence: 99%

Factors affecting the implementation of communicative language teaching in Libyan secondary schools

Hussein¹

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Is that OK, guys? Sts: Yes, it's clear. Adam: 'But could not pass her driving test. She failed her test 38 times in eight years'. Sts: They translate. Adam: OK, your participation is fine, but without relying on students who want to understand (in Arabic) When Adam finishes reading the whole text, he goes back to the first page of the lesson. Adam: OK, we have to go back to lessons 1 and 2. Adam: Before you read, work in pairs. Discuss the following… Adam: …the three best sportsmen in Libya? Adam: Ali, can you name three sportsmen in Libya? Ali: Mohmmed Saad, Ahmed Azwai and Tntosh 2-'While you read' Adam: Read only the introduction to the text on page 43. With your partner discuss what you think happened to the people (and the animal) in the pictures. Adam: With your partner, have a quick discussion and tell me what happened? For example, the worst driver in the world. What happened to her? Sts. The start to talk to each other. Adam: OK, give me a brief summary. Adam: starts to talk with the students (The teacher tries to encourage the students to speak about what happened to the woman.) Adam: The woman is from …? Sts: Britain. Adam: She had 212 driving lessons. Sts: She failed her test 38 times, Adam: 38 or 39 times? Sts: 39 times. Adam: Then what happened? Sts: She passed her test. Adam: In the same way, we can summarise the different paragraphs. Adam: Divides the class into four groups. Adam: Now, each group has to summarise the other paragraphs.

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Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners

Cited by 70 publications

References 34 publications

Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety

Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety

The Effects of Role-Playing Simulation Activities on the Improvement of EFL Students’ Business English Oral Communication

Factors affecting the implementation of communicative language teaching in Libyan secondary schools

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