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"Claim -- Support -- Question" Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students.

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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]
Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 130576153
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Label: Title
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  Data: "Claim -- Support -- Question" Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students.
– Name: TitleAlt
  Label: Alternate Title
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  Data: Rutina "afirmar -- respaldar -- preguntar" para fomentar la coherencia en la interacción comunicativa oral en estudiantes de inglés como lengua extranjera.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Arévalo+Balboa%2C+Fabiola%22">Arévalo Balboa, Fabiola</searchLink><relatesTo>1</relatesTo><i> fabiola.arevalo@uach.cl</i><br /><searchLink fieldCode="AR" term="%22Briesmaster%2C+Mark%22">Briesmaster, Mark</searchLink><relatesTo>2</relatesTo><i> briesmaster@uct.cl</i>
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  Data: <searchLink fieldCode="JN" term="%22Profile%3A+Issues+in+Teachers'+Professional+Development%22">Profile: Issues in Teachers' Professional Development</searchLink>. Jul-Dec2018, Vol. 20 Issue 2, p143-160. 18p.
– Name: Subject
  Label: Subject Terms
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  Data: *<searchLink fieldCode="DE" term="%22English+language+ability+testing%22">English language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Oral+examinations+%28Education%29%22">Oral examinations (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication+ability+testing%22">Oral communication ability testing</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: 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]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=130576153
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.15446/profile.v20n2.63554
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 18
        StartPage: 143
    Subjects:
      – SubjectFull: English language ability testing
        Type: general
      – SubjectFull: Oral examinations (Education)
        Type: general
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Oral communication
        Type: general
      – SubjectFull: Oral communication ability testing
        Type: general
    Titles:
      – TitleFull: "Claim -- Support -- Question" Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students.
        Type: main
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          Name:
            NameFull: Arévalo Balboa, Fabiola
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          Name:
            NameFull: Briesmaster, Mark
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          Dates:
            – D: 01
              M: 07
              Text: Jul-Dec2018
              Type: published
              Y: 2018
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              Value: 20
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            – TitleFull: Profile: Issues in Teachers' Professional Development
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