首页出版物导航 用户协会 博客
 精确匹配 高级检索 检索历史
河北工业大学
详细信息

Collaborative and Self-Directed Learning Strategies to Promote Fluent EFL Speakers

Title: Collaborative and Self-Directed Learning Strategies to Promote Fluent EFL Speakers
Author(s): Buitrago, Angela Gamba
Source: English Language Teaching, v10 n5 p139-157 2017. 19 pp.
Peer Reviewed: Yes
ISSN: 1916-4742 (Sherpa/RoMEO, JCR)
Descriptors: Learning Strategies, English (Second Language), Second Language Learning, Language Fluency, Grounded Theory, Mixed Methods Research, Independent Study, Foreign Countries, Oral Language, Observation, Language Teachers, Second Language Instruction, Cooperative Learning, Intervention, Student Attitudes, Word Frequency, Teacher Attitudes
Abstract: Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students' reflections, compiled through a survey, and the teacher's classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners' confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.
Abstractor: As Provided
Number of References: 34
Number of Pages: 19
Publication Type: Journal Articles; Reports - Research
Availability: Full Text from ERIC Available online: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1139857
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Journal Code: JUN2017
Entry Date: 2017
PageCount: 139-158
volume: 10
issue: 5
issn: 19164742
pubdate: 2017
JCR分区:
ESI学科:
最新一年影响因子:
当年影响因子: