Integrating Reading Aloud, Writing, and Assessment Through Voice Recording With EFL Learning

Abstract

This study attempts to develop an EFL learning output activity by integrating reading aloud, writing, and assessment through voice recording. 62 college students participated in the activities for 15 weeks. Surveys, self-evaluations, and teacher evaluations were conducted and analyzed using the SPSS t-test to examine the students’ reactions to the activities. The survey results for the psychological questionnaires on confidence, anxiety, and attitude toward English were not statistically significant except with regard to willingness to practice English. The students became familiar with the activities and this might have led them to feel that they could improve their English skills through this repetitive integrated activity. Additionally, while students’ self-evaluation results in the competence for listening, reading, speaking, grammar, and vocabulary were statistically significant (<i>p</i> < .05), the competences for writing and pronunciation were not. Writing fatigue and pronunciation mistakes encountered during the activities might have contributed to students’ negative reactions in the confidence, anxiety, and attitude questionnaires. Nevertheless, it can be surmised that the integrated activities could help activate the English knowledge possessed by students. The methodology can also be recommended for use in EFL classes to make students become active participants and be aware of their English competence.

Before and After COVID-19 : A Comparative Analysis of EFL Learning Responses Among First-year College Students

“…Notably, anxiety and confidence are recurring themes in studies exploring EFL learning. Anxiety, often described as a feeling of tension and unease related to the language learning process (Horwitz, Horwitz, & Cope, 1986), consistently emerges as a determinant in EFL learning outcomes (Chong, 2019(Chong, , 2021(Chong, , 2022Matsuda & Gobel, 2004;Tsang, 2022). Matsuda and Gobel (2004) explored the relationship between language anxiety and reading comprehension among EFL learners and found that anxiety negatively affected reading comprehension, and that learners with high anxiety tended to avoid reading in English.…”

“…Conversely, high confidence levels have consistently demonstrated a positive correlation with proficiency, particularly in speaking (Chong, 2019(Chong, , 2021(Chong, , 2022Yu, 2022). In the studies of Chong (2019Chong ( , 2021 reveal that reading aloud activities significantly enhance the selfconfidence of EFL learners in spoken English.…”

“…It not only enables learners to monitor their progress but also encourages them to take greater responsibility for their learning journey. The importance of self-assessment in the context of EFL learning is underscored by numerous studies (Chong, 2021(Chong, , 2022(Chong, , 2023Dörnyei, 2005;Lee & Oxfore, 2008;Hung, 2019).…”

“…Moreover, the need for self-assessment of various English skills, such as listening, reading, reading aloud, pronunciation, vocabulary, and grammar, is implicitly suggested within the broader context of self-assessment's positive impact on EFL learning outcome. For example, the studies conducted by Chong (2021Chong ( , 2022Chong ( , 2023, it was reasonably posited that self-evaluation transforms students into active participants in their own evaluation.…”

“…Numerous recent studies have investigated the consequences of online learning during the pandemic (Chong, 2022;Kadir & Yunos, 2021;Kim, 2021;Lee, 2020;Mahyoob, 2020;Yang & Xu, 2023;Zapata-Cuervo et al, 2022). with the continuation of online learning, as it did not align with their expectations for progress in language learning.…”