Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

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.

Factors Causing College Students' English Speaking Anxiety

“…Their findings suggest that controlled exposure to anxiety-inducing situations can positively impact language fluency and cognitive processing in ESL learners . [5] Research by Alkhaldi et al (2023) [6] and Solomon (2023) provide qualitative insights into strategies for reducing oral communication apprehension and improving communicative competence, respectively [7]. These studies highlight the role of targeted pedagogical approaches in enhancing speaking skills and reducing anxiety.…”

Do my accents matter? Examining the relationship between English language teachers’ linguistic profiling and career development

“…These discussions often involve research on effective teaching practices, teacher preparation programs, school leadership and policies that impact teacher career development and the overall quality of education (Foster et al, 2023). In K-12 educational contexts, researchers explore evidence-based teaching strategies that have been shown to improve student engagement, motivation and academic achievement (Ironsi, 2023). This includes discussions on differentiated instruction, project-based learning, collaborative learning and formative assessment techniques (Zepeda, 2019).…”

“…In this context, native speakers are English language users who speak English as a native language with linguistic and communicative competence (Al-Mutairi, 2020). On the other hand, non-native speakers use the language as either a second or a foreign language; in some cases, they lack linguistic competence (Rahman and Yuzar, 2020; Kachru, 1992; Ironsi, 2023).…”

“…, 2023). In K-12 educational contexts, researchers explore evidence-based teaching strategies that have been shown to improve student engagement, motivation and academic achievement (Ironsi, 2023). This includes discussions on differentiated instruction, project-based learning, collaborative learning and formative assessment techniques (Zepeda, 2019).…”

Using a Communicative Approach in Learning Speaking

“…(Fatmita et al, 2014) and (Rabawati et al, 2013) have research results that show that using a communicative approach, speaking learning has gone well. Apart from that, successful research using a communicative approach to learning speaking has also been carried out by (Ironsi, 2021) and (Cloudia Ho, 2020). The results of this research are a communicative approach to learning speaking to improve students' problem solving abilities and improve student learning outcomes in the world of education.…”