FACULDADE CULTURA INGLESA
CARLOS EDUARDO EULÁLIO MARTINS
The effects of consistent learner training on their speaking
production
SÃO PAULO
2022
Abstract
This paper aimed to study the relationship between the speaking participation of
learners in remote lessons and consistent learner training. A phenomenological
approach was adopted and 20 learners completed questionnaires with questions
about appropriate participation through speaking in class. Findings showed that
learners mostly perceived speaking as giving pleasure, but demanding. They
described a good participation in English classes as not being afraid to take risks and
to use every opportunity in class to interact with classmates. The findings gave
insight into a better understanding of the role of the teacher as a learner trainer so as
to boost speaking participation in remote synchronous classes.
Keywords: Speaking, Training, Awareness, Self-assessment
Resumo
Este artigo tem como objetivo estudar a relação entre a participação oral de alunos
em aulas remotas e treinamento para aprendizagem consistente. Adotou-se uma
abordagem fenomenológica e 20 alunos preencheram questionários com perguntas
sobre a participação adequada por meio da fala em sala de aula. Os resultados
mostraram que os alunos perceberam principalmente falar como algo prazeroso,
mas exigente. Eles descreveram uma boa participação nas aulas de inglês como
não ter medo de arriscar e aproveitar todas as oportunidades da aula para interagir
com os colegas. Os resultados permitiram uma melhor compreensão do papel do
professor como formador de alunos, de modo a aumentar a participação oral nas
aulas remotas síncronas.
Palavras-chave: Oratória, Treinamento, Conscientização, Autoavaliação
1. Introduction
Learners’ participation in EFL classes has received much attention in recent
years due to the widespread implementation of remote lessons, which provides
students with the possibility of exempting themselves from speaking and participating
actively in classes with the allegation their microphone does not work, for example.
One challenge commonly faced by EFL teachers is to communicate and
establish what appropriate participation is in EFL classes. In Brazil, that is particularly
challenging due to the fact that the country’s educational system tends to favor a
more traditional approach to learning, in which most of the time learners are
expected to sit quietly and absorb knowledge from the teacher.
The purpose of this paper is to provide a framework for learner training
initiatives, and to illustrate how they can affect learners’ speaking participation. This
study shows that consistent learner training can change learners’ behaviour and
increase their participation through speaking in classes.
Aim
To investigate the possible effects of consistent learner training on learners’
speaking production during remote lessons.
Objectives
● Data sets will be extracted from field experiments.
● The data from
the field experiment will be synthesised to establish if
correlation points exist between an increase in learners’ speaking production
and consiste learner training.
2. Literature Review
2.1. Learner training
Scholars seem to agree that learner training is key to boost learners’ autonomy and
maximize learning outcomes. According to Meehan (2008), “if we are truly effective
teachers, then we are creating autonomous, independent and directed learners”.
However, from a personal perspective, many Brazilian regular schools are still deeply
rooted in teacher-center lessons, discouraging genuine exchanges and collaboration
among learners. This might cause confusion when a learner goes to ELT lessons and
are expected to do the exact opposite of what they do in their regular classroom. It is
then the EFL teachers’ responsibility to train learners to become aware of what is
expected from learners in terms of participation and speaking in the ELT world.
3. Methodology
3.1 Research design
This study adopted a field research design, which helps researchers
understand a phenomenon from the viewpoints of the people who shared the
experience of the phenomenon . For a clear understanding of the speaking skill,
analysis as a qualitative research tool was used in the study.
3.2 Research design
The subjects were 20 EFL (male=8, female=12) students in the Mac 3 course
at Cultura Inglesa. They were determined according to the convenience sampling
strategy. All subjects have received an education in English for over three years.
Their ages ranged from 14 to 26 years old and their expected level according to the
CEFR is C1.
3.3. Instruments
As a data collection instrument, a self-assessment form was used in the study.
The form was decided in accordance with attitudes learners were expected to have
to maximize their learning opportunity in the classroom. The form included questions
about learners’ participation in class, how long they spoke and their ability to interact
and to keep a conversation going.
3.4. Data Collection and Analysis
The data were collected during the second semester of the 2021 academic
year. The subjects were informed about voluntary participation, anonymity, the
self-assessment process and its main goal. The researcher also presented samples
of the form and instructed learners to answer it throughout the classes. Then, the
forms were given to the students, which they used as a reference to assess their
speaking participation. This process took about 15 minutes, but learners were asked
to revisit their forms and their participation at least twice a month. The data were
subjected to content analyses.. There was an increase in the self-perception of good
participation of 30%.
4. Findings
4.1 Testimonials
The findings were presented in accordance with learners testimonials regarding their
progress and active participation in class as follows:
“In class, I was able to learn a lot of expressions and terms that I didn't know and had
the opportunity to improve my reading, listening, and speaking skills. I feel that I
could have used more of the time we had to speak and let the shame and shyness
beside me. But in general, I had excellent moments in the class this term, and I really
learned a lot.”
“One positive experience that has happened today was when the teacher showed us
a video of a Cambridge interview focused on speaking skills, then we went to
breakout rooms to simulate our own interview. This was really good, because it
showed to me that I have what it takes to pass through it in a competent way. This
gave me a higher confidence in myself and in my English skills.”
“Personally, I really like when we go to breakout rooms to talk, I think we can express
ourselves better that way, so most of my fondest moments are definitely the ones I
spend talking to my classmates”
“I absolutely adore when we get to talk in groups and somehow we connect. While
discussing one of the topics that was given to us by the teacher I found out from one
of my colleagues, he does not live in the same city as I do, but he knows a few
friends of mine. We had a fun time that day, since it was so unexpected and we both
got very surprised.”
4.2 Figures
The graph below shows learners' response to the question: How would you
rate the quality of your participation in classes? The data shows that well over 30% of
the learners consider their participation “very good”, after reflecting upon the duties of
English learners and having studied strategies to maximize their opportunities to
speak during the lessons. The cross-analysis of the figures and testimonials point to
an increase in speaking participation in class.
5. Discussion and Conclusion
This study revealed EFL students can have an increase in their speaking
participation when they understand the necessity of doing so and when they are
equipped with the necessary strategies to cope with the speaking tasks.
The actions taken have been highly effective, results demonstrate an increase of
30% of the learners who perceive their participation as excellent in class. Learners
also demonstrated a great level of awareness producing a guide for other learners,
recommendations written by them to other learners would say “Cultura Inglesa is not
like the normal schools, in which if you talk during the class, the teacher gets mad.
Here, it is important to interact with other people and talk a lot, especially during the
speaking exercises.” and “In MAC3 you will be focusing on your speaking skills
during the classes most of the time, so be ready to talk. It’s an exceptional
experience because the classes aren’t really about learning grammar and
vocabulary, but putting it all in practice. In part of the course you shouldn’t be scared
of speaking since no one really cares if you have a fancy accent or if you don’t have
a good pronunciation, we only care about speaking and helping each other.
6. References
COOK, Vivian. Second Language Learning and Teaching. 5. ed. [S. l.]: Routledge,
2016. 596 p.
OAKLEY, Bárbara; SEJNOWSKI, Terry. Learning How to Learn. [S. l.]: Tarcher
Perigee, 2018.
MCDEVITT, Barbara. Learner Autonomy and The Need For Learner Training.
Language Learning Journal, [s. l.], 1997.
MEEHAN, Robert John. Teacher‘s Journey: The Road Less Traveled. [S. l.]: Tate
Publishing & Enterprises, 2011.
WENDEN, Anita L. Incorporating Learner Training in The Classroom.
ScienceDirect, [s. l.], 1984.