Beyond Accuracy and Fluency : A College English Course Aimed at Self-Efficacious Oral Production and Learning Progress
スポンサーリンク
概要
- 論文の詳細を見る
This empirical study attempted to assess the effects of an oral English course aimed at having college learners become confident in their oral production and their ability to carry out regular self-assessment. For this purpose, a pedagogical framework focusing on the development of self-orienting and self-regulated learning (SRL) was employed in order to promote learning motivation. Furthermore, social constructivism and task-based mastery orientation were adopted in the current research context. The participants (first-year Japanese college learners, N = 109) engaged in three writing-and-speaking tasks culminating in oral tests over a onesemester period. The tasks were all related to developing self-identity in consideration of their roles in society as adults post graduation. In this learning context, non-verbal and kinesics-exercised communicative approaches were stressed along with learner-centered in-class activities, including peer critiques which involved the evaluation of their fellow learners' communicative production. The instructor's (i.e., the author's) oral performance using the students' self-focused presentation scripts, along with videotaped students' presentations recorded in previous semesters, was also utilized. During the course, the learners struggled to identify the true meaning and the role of communicative competence, which is beyond the traditional concept of language proficiency anchored in accuracy and fluency. A critical research focus was how well college learners of English as a foreign language (EFL) would become self-efficacious and self-directed in establishing carefully considered, strategic self-assessment criteria with regard to their learning progress and oral performance. A questionnaire survey was administered in the final class period. As a result, the following findings were induced by analyzing the quantitative data gained from the survey: the participants' overall positive response to the course; their approval of the instructor's performance and feedback (i.e., suggestions and critical opinions about the learners' oral performance); and their recognition of the importance of action-oriented strategic competence for the development of carefully considered self-assessment criteria in oral production and the learning progress.
- 2011-11-30
著者
関連論文
- Beyond Accuracy and Fluency : A College English Course Aimed at Self-Efficacious Oral Production and Learning Progress
- Critical Self-Awareness for Self-Focused Target Language Acquisition : In Pursuit of Authentic Self-Identity and Spiritual Maturity
- Self-Focused Written Assignments for Authentic Self-Assessment in College EFL Classes : Beyond Test-Based Evaluation Methods
- A Present- and Future-Integrated Socio-Constructivist L2 Learning Context and Related Curriculum : Exploring the Effects on Learner Autonomy