Promoting speaking spontaneity in large classes: An action research study in an Indonesian EFLuniversity setting

Junjun Muhamad Ramdani, R. Rahmat

Abstract


In the last two decades, teaching spoken English to EFL students has become a critical issue in the TESOL context. However, a few studies touch upon how EFL learners are taught to speak English spontaneously. Learning to speak English spontaneously in large classes becomes a big challenge for ESOL teachers because of space and time constraints. In response to this growing need, this article provides an empirical account of how modified role playing, more student-centered learning, is implemented as an innovative learning design in an EFL university setting where a large class is concerned. Data were garnered from open-ended and close-ended questionnaires, students’ personal narratives, and photovoices. These data were analyzed using Interpretative Phenomenological Analysis (IPA). Findings of the study show that the students were finally able to survive in their speaking tasks, engaging them in a real-life communicative encounter. This study concludes with some pedagogical implications for how a teacher as a curriculum designer engages students in motivating and anxiety-free speaking tasks.


Keywords


Action research; speaking circle; speaking spontaneity; student-centered learning

Full Text:

PDF


DOI: http://dx.doi.org/10.17509/ijal.v8i2.13304

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Indonesian Journal of Applied Linguistics

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View My Stats
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.