View in EDS

How to Get Pupils Talking: Facilitation of Spontaneous Speech through Improvisation Activities

Saved in:
Bibliographic Details
Title: How to Get Pupils Talking: Facilitation of Spontaneous Speech through Improvisation Activities
Language: English
Authors: Anke Zondag (ORCID 0000-0001-6772-0457), Annelise Brox Larsen
Source: TESOL Journal. 2026 17(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Teachers, Interpersonal Communication, Speech Communication, Creative Activities, Second Language Instruction, English (Second Language), Practicums, Foreign Countries, Teacher Education
Geographic Terms: Norway
DOI: 10.1002/tesj.70108
ISSN: 1056-7941
1949-3533
Abstract: This qualitative study explores how student teachers experienced that improvisation activities facilitated spontaneous speech practice in EFL classrooms. During school practicums in Norwegian schools, pre-service and in-service student teachers reflected in trial logs before, during and after the trials in grades 5 to 10. These logs were analyzed based on a phenomenological perspective. We found that the improvisation activities enabled spontaneous speech practice well through the facilitative components playful pressure to contribute, engagement, enjoyment, and collaboration which resulted in the Spontaneous Speech Facilitation Model. Pupils' willingness to communicate seemingly increased as they were seen to take greater linguistic and creative risks when being playfully forced to go beyond their comfort zones together, also for reluctant speakers. We conclude that improvisation activities provide an engaging method for spontaneous speech practice with the aim of facilitating a communicative EFL practice. The improvisation activities seem to have supported the development of speaking confidence. These findings encourage further exploration and incorporation of improvisation activities in EFL teacher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498554
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1498554
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How to Get Pupils Talking: Facilitation of Spontaneous Speech through Improvisation Activities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anke+Zondag%22">Anke Zondag</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6772-0457">0000-0001-6772-0457</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annelise+Brox+Larsen%22">Annelise Brox Larsen</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2026 17(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Activities%22">Creative Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tesj.70108
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative study explores how student teachers experienced that improvisation activities facilitated spontaneous speech practice in EFL classrooms. During school practicums in Norwegian schools, pre-service and in-service student teachers reflected in trial logs before, during and after the trials in grades 5 to 10. These logs were analyzed based on a phenomenological perspective. We found that the improvisation activities enabled spontaneous speech practice well through the facilitative components playful pressure to contribute, engagement, enjoyment, and collaboration which resulted in the Spontaneous Speech Facilitation Model. Pupils' willingness to communicate seemingly increased as they were seen to take greater linguistic and creative risks when being playfully forced to go beyond their comfort zones together, also for reluctant speakers. We conclude that improvisation activities provide an engaging method for spontaneous speech practice with the aim of facilitating a communicative EFL practice. The improvisation activities seem to have supported the development of speaking confidence. These findings encourage further exploration and incorporation of improvisation activities in EFL teacher education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1498554
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1498554
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tesj.70108
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Creative Activities
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: How to Get Pupils Talking: Facilitation of Spontaneous Speech through Improvisation Activities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anke Zondag
      – PersonEntity:
          Name:
            NameFull: Annelise Brox Larsen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1056-7941
            – Type: issn-electronic
              Value: 1949-3533
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: TESOL Journal
              Type: main
ResultId 1