Bibliographic Details
| Title: |
"Claim -- Support -- Question" Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students. |
| Alternate Title: |
Rutina "afirmar -- respaldar -- preguntar" para fomentar la coherencia en la interacción comunicativa oral en estudiantes de inglés como lengua extranjera. |
| Authors: |
Arévalo Balboa, Fabiola1 fabiola.arevalo@uach.cl, Briesmaster, Mark2 briesmaster@uct.cl |
| Source: |
Profile: Issues in Teachers' Professional Development. Jul-Dec2018, Vol. 20 Issue 2, p143-160. 18p. |
| Subject Terms: |
*English language ability testing, *Oral examinations (Education), *Communicative competence, *English as a foreign language, Oral communication, Oral communication ability testing |
| Abstract (English): |
This article reports on the results of an action research study that aimed to determine the effect of a thinking routine in the development of coherence in speaking interactions. The study was carried out with two groups of second year business students in an English as a foreign language program at a university in southern Chile. A mixed methods approach was used to collect data before and after the intervention through questionnaires and pre- and post-tests. The findings suggest that the impact of the application of the routine was significant in promoting the speaking competence, especially in developing coherence within interactive communication. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este artículo reporta los resultados de un estudio de investigación-acción que apuntaba a determinar el efecto de una rutina de pensamiento creativo en el desarrollo de la coherencia en las interacciones orales. El estudio fue conducido con dos grupos de estudiantes de segundo año de Ingeniería Comercial de una universidad del sur de Chile. Se usó un método mixto para analizar los datos obtenidos antes y después de la intervención a través de cuestionarios y pruebas. Los resultados sugieren que el impacto de la aplicación de la rutina podría ser considerado significativo para promover la expresión oral, especialmente en el desarrollo de coherencia dentro de la interacción comunicativa. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
