‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom?
A number of factors among schoolchildren in England are currently contributing to poor attitudes towards speaking in the Modern Foreign Languages (MFL) classroom. Although multiple explicit strategy-based instruction (SBI) intervention studies have appeared in recent years, very few studies have foc...
| Main Authors: | , |
|---|---|
| Format: | Journal article |
| Language: | English |
| Published: |
Taylor and Francis
2022
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| _version_ | 1797110331468677120 |
|---|---|
| author | Thompson, N Mutton, TA |
| author_facet | Thompson, N Mutton, TA |
| author_sort | Thompson, N |
| collection | OXFORD |
| description | A number of factors among schoolchildren in England are currently contributing
to poor attitudes towards speaking in the Modern Foreign Languages (MFL)
classroom. Although multiple explicit strategy-based instruction (SBI)
intervention studies have appeared in recent years, very few studies have focused
on its effect on oral skills and, in particular, pupils’ attitudes towards speaking in
the target language (TL). From the small pool of SBI investigations into
schoolchildren whose first language (L1) is English, there is some evidence of
success among boys in particular. The present two-cycle action research and
development study of beginner (Y7) and intermediate (Y10) learners of French
(L2) (N=148) investigated the impact of 12 hours of strategy intervention training
on TL speaking skills in an all-boys selective secondary school in England.
Adopting a quasi-experimental design, the intervention cohort which underwent
explicit SBI training was compared with a class from the same year group which
did not receive training, in respect of their attitudes towards speaking in the MFL
classroom. To assess the impact of the intervention, a mixed methods approach
was adopted; data were captured via questionnaires, lesson observations and
interviews. In Cycle 2, pupils navigated the ‘Strategy Island Map’, an innovative
tool to track their strategy use when speaking in the TL. Results suggest that
explicit SBI improved attitudes towards speaking among both age groups.
Implications for practice and suggestions for future research are discussed.
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| first_indexed | 2024-03-07T07:53:29Z |
| format | Journal article |
| id | oxford-uuid:c3fea1e5-f3d7-4648-ab82-1ecab927d817 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T07:53:29Z |
| publishDate | 2022 |
| publisher | Taylor and Francis |
| record_format | dspace |
| spelling | oxford-uuid:c3fea1e5-f3d7-4648-ab82-1ecab927d8172023-08-03T11:04:43Z‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom?Journal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:c3fea1e5-f3d7-4648-ab82-1ecab927d817EnglishSymplectic ElementsTaylor and Francis2022Thompson, NMutton, TAA number of factors among schoolchildren in England are currently contributing to poor attitudes towards speaking in the Modern Foreign Languages (MFL) classroom. Although multiple explicit strategy-based instruction (SBI) intervention studies have appeared in recent years, very few studies have focused on its effect on oral skills and, in particular, pupils’ attitudes towards speaking in the target language (TL). From the small pool of SBI investigations into schoolchildren whose first language (L1) is English, there is some evidence of success among boys in particular. The present two-cycle action research and development study of beginner (Y7) and intermediate (Y10) learners of French (L2) (N=148) investigated the impact of 12 hours of strategy intervention training on TL speaking skills in an all-boys selective secondary school in England. Adopting a quasi-experimental design, the intervention cohort which underwent explicit SBI training was compared with a class from the same year group which did not receive training, in respect of their attitudes towards speaking in the MFL classroom. To assess the impact of the intervention, a mixed methods approach was adopted; data were captured via questionnaires, lesson observations and interviews. In Cycle 2, pupils navigated the ‘Strategy Island Map’, an innovative tool to track their strategy use when speaking in the TL. Results suggest that explicit SBI improved attitudes towards speaking among both age groups. Implications for practice and suggestions for future research are discussed. |
| spellingShingle | Thompson, N Mutton, TA ‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom? |
| title | ‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom? |
| title_full | ‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom? |
| title_fullStr | ‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom? |
| title_full_unstemmed | ‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom? |
| title_short | ‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom? |
| title_sort | i worry about getting it wrong and looking like a silly billy does explicit classroom based strategy intervention change pupils attitudes towards speaking in the modern foreign languages classroom |
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