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Topic

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

School of Languages, Linguistics and Cultures

Date & location

• Friday, November 29, 2024
• 2:00 P.M.
• Virtual Defence

Examining Committee

Supervisory Committee

• Dr. Li-Shih Huang, School of Languages, Linguistics and Cultures, University of Victoria (Supervisor)
• Dr. Hua Lin, School of Languages, Linguistics and Cultures, UVic (Member)
• Dr. Ewa Czaykowska-Higgins, Department of Indigenous Education, UVic (Outside Member)

External Examiner

• Dr. Scott Douglas, Okanagan School of Education, University of British Columbia Okanagan

Chair of Oral Examination

• Dr. Sarah Zheng, Gustavson School of Business, UVic

Abstract

Improving speaking skills is a considerable challenge for many English-as-an-Additional-Language (EAL) learners striving to achieve oral proficiency and success in language tests. This study examines the reported and observed speaking strategies employed by 24 intermediate-level EAL learners during International English Language Testing System (IELTS) Speaking tasks. The study explores the efficacy of integrating individual verbal reflection that uses 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 experimental 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 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 showed that, overall, participants used a wide range of strategies, including six strategy categories and a total of 2,038 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 enhance oral production, meriting further research. The correlational analysis uncovered significant relationships among different variables. Content analysis of the perception questionnaire highlighted key considerations for future implementations. The findings and their implications are discussed to offer practical pedagogical suggestions for implementing individual VSR and audio-recorded verbal reflections.