Developing speaking strategies among adult English-as-an-additional-language (EAL) learners in performing the IELTS speaking tasks, mediated by audio-recorded and video-stimulated individual verbal reflection
Date
2024
Authors
Alhemaid, Amjad
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Abstract
Improving speaking skills is a considerable challenge for many English-as-an-Additional-Language (EAL) learners striving to achieve oral proficiency and succeed in high-stakes standardized language tests. This study examined the reported and observed speaking strategies employed by 24 intermediate-level EAL learners performing IELTS (International English Language Testing System) Speaking tasks.
The study explored the efficacy of integrating individual verbal reflection through Video-Stimulated Recall (VSR) and audio-voice recorders to facilitate EAL participants’ development of task-specific strategies and oral language production. Over a six-week period, participants engaged in a non-credit bearing speaking course, with a specific focus on the IELTS Speaking tasks. Participants were randomly divided into three groups: experimental group A (n = 8), experimental group B (n = 8), and comparison group C (n = 8). All groups received identical weekly lessons from the same instructor, followed by 30-minute post-task activities: group A engaged in VSR verbal reflections, group B in audio-recorded verbal reflections, and group C in non-reflective activities. In the sphere of strategy use, data were collected and analysed from three sources: weekly instructor-facilitated reflective group discussions, strategies reported weekly during reflection sessions, and the researcher’s observations of participants’ weekly performances. In the sphere of oral production, pre- and post-test scores, along with weekly task performance scores determined by two raters, were used to measure changes in participants’ oral production. Qualitative data were gathered via a post-study perception questionnaire to explore participants’ views on verbal reflection. Descriptive statistics revealed that participants used a wide range of strategies, with six strategy categories and a total of 2,038 individual strategies, including 84 unique individual strategies, identified across all data sources. Nonparametric tests indicated a significant improvement in oral production for group B, suggesting that audio-recorded verbal reflection may positively impact oral language development. However, the differences between groups A and C did not reach statistical significance. Interestingly, the lack of significant differences between groups A and B suggests that both reflection modalities may similarly facilitate the development of strategy use and oral production, meriting further research. The correlational analysis uncovered significant relationships among different variables. For example, cognitive strategies in Week 5 and metacognitive strategies in Week 6 positively correlated with performance, while communication and social strategies showed negative correlations in Weeks 1 and 4. Notably, eight individual strategies demonstrated positive correlations with performance scores, while four individual strategies showed negative correlations. Content analysis of the responses to the perception questionnaire highlighted key considerations for future research and pedagogical practices. The findings and their implications are discussed, offering practical pedagogical recommendations for implementing individual VSR and audio-recorded verbal reflections.
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Keywords
Applied Linguistics, English-as-Additional-Language, Language Learning Strategies, Speaking Strategies, Verbal Reflection