Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research Study
Research in the fields of second-language acquisition and education has supported the value of written reflection, but scant research has explored how other types of reflection may come into play when learners employ strategies and produce oral language. This paper reports findings from an action re...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Georgia Southern University
2012-07-01
|
| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/27 |
| _version_ | 1818036566667296768 |
|---|---|
| author | Li-Shih Huang |
| author_facet | Li-Shih Huang |
| author_sort | Li-Shih Huang |
| collection | DOAJ |
| description | Research in the fields of second-language acquisition and education has supported the value of written reflection, but scant research has explored how other types of reflection may come into play when learners employ strategies and produce oral language. This paper reports findings from an action research study that focused on integrating individual oral reflection using digital recorders to facilitate 18 graduate-level English-as-an-additionallanguage (EAL) students’ learning of academic speaking skills. The qualitative and quantitative results provide important empirical information about what strategies graduate students used, the relationships between the learners’ strategic behaviours and oral performance, and differences in the quality of reflection between advanced and nonadvanced proficiency learners. The study’s findings indicate that weekly spoken reflection functions as a mediational tool that learners can use to deal with their language-learningrelated thoughts and emotions, which have important implications because of the online nature of speaking. In addition to generating empirical knowledge about a modality of reflection that has direct pedagogical implications, the paper includes a personal reflection on the challenges involved in conducting action research, for the purpose of inviting further dialogue and reflection among action researchers. |
| first_indexed | 2024-12-10T07:12:59Z |
| format | Article |
| id | doaj.art-37195445225f4e90b6654617c4a15483 |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-10T07:12:59Z |
| publishDate | 2012-07-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-37195445225f4e90b6654617c4a154832022-12-22T01:58:00ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442012-07-016210.20429/ijsotl.2012.060227Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research StudyLi-Shih HuangResearch in the fields of second-language acquisition and education has supported the value of written reflection, but scant research has explored how other types of reflection may come into play when learners employ strategies and produce oral language. This paper reports findings from an action research study that focused on integrating individual oral reflection using digital recorders to facilitate 18 graduate-level English-as-an-additionallanguage (EAL) students’ learning of academic speaking skills. The qualitative and quantitative results provide important empirical information about what strategies graduate students used, the relationships between the learners’ strategic behaviours and oral performance, and differences in the quality of reflection between advanced and nonadvanced proficiency learners. The study’s findings indicate that weekly spoken reflection functions as a mediational tool that learners can use to deal with their language-learningrelated thoughts and emotions, which have important implications because of the online nature of speaking. In addition to generating empirical knowledge about a modality of reflection that has direct pedagogical implications, the paper includes a personal reflection on the challenges involved in conducting action research, for the purpose of inviting further dialogue and reflection among action researchers.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/27Graduate English-as-an-additional-language (EAL) learnersSpoken reflectionSecond-language speakingStrategic behaviours |
| spellingShingle | Li-Shih Huang Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research Study International Journal for the Scholarship of Teaching and Learning Graduate English-as-an-additional-language (EAL) learners Spoken reflection Second-language speaking Strategic behaviours |
| title | Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research Study |
| title_full | Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research Study |
| title_fullStr | Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research Study |
| title_full_unstemmed | Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research Study |
| title_short | Use of Oral Reflection in Facilitating Graduate EAL Students’ Oral-Language Production and Strategy Use: An Empirical Action Research Study |
| title_sort | use of oral reflection in facilitating graduate eal students oral language production and strategy use an empirical action research study |
| topic | Graduate English-as-an-additional-language (EAL) learners Spoken reflection Second-language speaking Strategic behaviours |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/27 |
| work_keys_str_mv | AT lishihhuang useoforalreflectioninfacilitatinggraduateealstudentsorallanguageproductionandstrategyuseanempiricalactionresearchstudy |