The Effect of Gallery Walk Technique on Pre-intermediate EFL Learners’ Speaking Skill

Abstract

A "Gallery Walk" is an action that permits students to examine and show their last work around a room much like artists would show their artistic pieces in a "exhibit." It is a way that learners can share their group tasks or individual responses to a content in a stress-free way with the confirmation of getting some feedback from their learning network. This study investigated the impact of gallery walk technique on Iranian pre-intermediate EFL students' oral execution. Firstly, 60 homogeneous pre-intermediate students from a private language institute were selected and randomly divided into two equal groups, named as experimental and control group. Then they were pretested through a researcher-made speaking test. The learners in the experimental group received gallery walk technique and the control group continued the ordinary program of the classroom; they did not receive any treatment. After the treatment, the researchers administered the modified version of the mentioned pre-test as the post-test. Independent and Paired Samples T-tests were run to analyze the data. The results of post-test showed that experimental group outperformed the control group. The findings indicated that gallery walk technique improved Iranian pre-intermediate EFL learners' speaking ability.

The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate Students’ Speaking Skill: Learners’ Attitudes in Focus

“…Each outline includes a specific question that relates to a key lesson topic. The method comes to an end with an oral presentation in which each group combines comments on a given topic (Cheng, 2006;Anwar, 2015;Namaziandost, Esfahani, Nasri, & Mirshekaran, 2018).…”

“…In various exciting and intuitive ways, the Gallery Run conjoins students to one another and the course subject (Ridwan, 2019). Namaziandost, Esfahani, Nasri, and Mirshekaran (2018) believed that speaking, listening, reading, and writing are the four major skills in English language training. For two reasons, many people believe that speaking another language is more complicated than the other three talents.…”

An Account of Iranian Intermediate EFL Learners’ Vocabulary Retention and Recall Through Spaced and Massed Distribution Instructions

“…The assumption called encoding of variation points out that contents presented in spaced distribution are more quickly retrieved compared with massed resources, because every display in spacing distribution is treated as a new form and thereupon offers the learner additional clues. In reality, as stated by Anderson and Bower (1972) and Namaziandost et al (2018), this theory focuses on the function of the actual form and suggests that an entry included in a context is codified along with definition. Furthermore, the notion of deficient elaboration indicates that massed distribution cannot result in sufficient content production, as held by Challis (1993).…”

Strategies Used by Teachers in Enhancing Students’ Spoken English by Using Video Conference in English Online Based Course

“…She claimed that the use of debate improved students' speaking performance simultaneously with their creative thinking. Gallery Walk Technique, Experience-based learning strategies, and Comprehension check strategies increased students speaking ability [5,6,7]. Another type of strategy, Zohairy [8] found that pair work strategies illustrated the different perception between Saudi students and the teacher.…”