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I think I should be more fluent
in English after so many years
learning it at school. (G.A., 15)
I get nervous when I have to
give a presentation or
speak in public. (C.H., 16)
What if I mix up verb tenses,
mispronounce words or say something
that doesn’t make sense? (N.W., 16)
I’m afraid students don’t reach the
aims set by the curriculum regarding
speaking. It’s difficult as there are
too many students per class. (A.C., 46)
Speaking isn’t my priority.
The fact that external assessment
doesn’t test it affects the importance
I give to it. (M.B., 35)
I usually focus more on grammar
to build up my students’ confidence
before they get to speak. (M.H., 54)
RESEARCH AIMS
* * *
1. Questionnaire 2. Classroom observation 3. Speaking test
Developing speaking skills effectively A research project on EFL teaching practices in Balearic secondary schools
STUDENTS SAY... TEACHERS SAY...
Determine 4th ESO students’ level of speaking performance (production and interaction)
Identify what teaching practices are connected with the development of speaking skills
Establish correspondence between CEFR levels and the Balearic Foreign Language curriculum
WHO?
HOW?
WHY?
- 4th ESO students
- Design, piloting and administration of a curriculum-based proficiency speaking test - including a background questionnaire
- Analysis of test results
- Determine level of student performance in speaking (production and interaction)
- Analyse relationship between test results and Stage 2 conclusions
WHO?
HOW?
WHY?
- English teachers
- Design and piloting of
questionnaire
- Collection and analysis of data
- Collect objective data
on learning contexts
- Identify teachers’ views on their own teaching practices and their students’ level
HOW?
WHY?
- Design and piloting of observation tools
- Training in observation techniques
- Collection and analysis of observational outcome
- Give insight into the reality of learning environments
- Pinpoint observed teaching practices aiming to achieve curriculum aims regarding speaking
- Analyse correspondence between observational outcome and Stage 1 conclusions
LOOKING FORWARD
Based on research outcomes, do teaching practices need to be revised?
Further steps for knowledge transfer - teacher training, dissemination of conclusions among teachers and educational researchers, institutional consulting * *