Promoting awareness and regulation of social and affective behaviours during L2 speaking tasks through written reflection

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dc.contributor.authorHannigan, Patricia
dc.contributor.supervisorHuang, Li-Shih
dc.date.accessioned2013-04-09T21:55:32Z
dc.date.available2013-04-09T21:55:32Z
dc.date.copyright2013en_US
dc.date.issued2013-04-09
dc.degree.departmentDepartment of Linguistics
dc.degree.departmentSchool of Languages, Linguistics and Cultures
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThis small scale action research explored the use of guided written reflection as a means to assist learners to gain self-awareness of their social and affective strategic behaviours during classroom speaking tasks, to improve collaboration, and to increase oral output. Four research questions addressed: (1) the social and affective strategies learners use to complete classroom speaking tasks, (2) the changes in social and affective strategies that learners demonstrate in written reflections over four weeks, (3) whether there is a difference in the amount of oral output produced by the experimental group (EG) and the comparison group (CG), and (4) the EG group members’ perceptions of the reflection process. Two groups of English as an additional language (EAL) learners completed eight dyadic classroom speaking tasks. Immediately after completing each task, five EG participants responded in writing to questions in a reflection journal addressing emotions, vocabulary, interactions with interlocutors, and strategic goals; the six CG participants were not provided with the same opportunity to reflect. In the EG, over four weeks, the strategy justifying performance decreased, while complimenting increased. Although EG participants’ oral production did not increase, part E of Oxford’s (1989) SILL showed a significant increase in I encourage myself to speak. Of fourteen participants who completed a final anonymous questionnaire, 64% felt that the reflection process helped them to speak more, and 93% felt that it helped them to work effectively with their classmates.en_US
dc.description.proquestcode290en_US
dc.description.proquestcode525en_US
dc.description.proquestcode633en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/4515
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectLanguage learning strategiesen_US
dc.subjectSecond language acquisitionen_US
dc.subjectSpeakingen_US
dc.subjectAction researchen_US
dc.subjectOral outputen_US
dc.subjectWritten reflectionen_US
dc.subjectAffective strategiesen_US
dc.subjectSocial Strategiesen_US
dc.titlePromoting awareness and regulation of social and affective behaviours during L2 speaking tasks through written reflectionen_US
dc.typeThesisen_US

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