The effects of academic oral presentations on EFL students’ oral communication strategy use: an intervention study

Erkan Yüce; Samantha Curle

doi:10.30827/portalin.vi43.27846

Autores/as

Erkan Yüce Department of Foreign Language Education, Faculty of Education, Aksaray University, Türkiye (Corresponding author) https://orcid.org/0000-0003-2716-5668
Samantha Curle Department oF Education, University of Bath https://orcid.org/0000-0003-3790-8656

DOI:

https://doi.org/10.30827/portalin.vi43.27846

Palabras clave:

Presentaciones orales académicas, Inglés como lengua extranjera, Estrategias de comunicación oral, Estrategias para hacer frente a los problemas del habla, Habilidades para hablar

Resumen

: Este estudio investigó cómo las presentaciones orales académicas impactaron el uso de estrategias de comunicación oral por parte de los estudiantes turcos que aprenden inglés para superar las dificultades del habla. Se utilizó la escala "Estrategias para hacer frente a los problemas del habla" para medir la eficacia de una intervención de presentación oral. En este estudio participaron dos grupos de estudiantes de primer año: un grupo de intervención y un grupo de control. A ambos grupos se les dio una prueba previa. El grupo de intervención (n=35) realizó presentaciones orales académicas en inglés durante 30 minutos, mientras que el grupo de control (n=34) asistió a clases tradicionales durante 12 semanas. Después de la intervención, a ambos grupos se les realizó una prueba posterior. Los resultados mostraron que las presentaciones orales académicas tuvieron un impacto positivo en las estrategias de comunicación oral utilizadas por el grupo de intervención. Las estrategias empleadas se clasificaron en varios tipos: estrategias orientadas a la fluidez, estrategias orientadas a la precisión y estrategias no verbales. Además, el "uso total de estrategias" se refiere a la aplicación integrada de todas estas estrategias. Hubo una mejora significativa en la mayoría de las subdimensiones de la escala.

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Biografía del autor/a

Erkan Yüce, Department of Foreign Language Education, Faculty of Education, Aksaray University, Türkiye (Corresponding author)

Associate Professor at the Faculty of Education of Aksaray University. He received his Ph.D. degree in English Language Teaching from Hacettepe University Graduate School of Educational Sciences in 2018. English Language Teaching, the CEFR, Curriculum and Instruction, language program evaluation, and CBI are among his fields of interest. His recent research appeared in journals such as Adult Learning, Journal on Efficiency and Responsibility in Education and Science (ERIES Journal), Novitas-ROYAL Journal, Porta Linguarum, and Studies in Second Language Learning and Teaching (SSLLT).

Samantha Curle, Department oF Education, University of Bath

Dr. Samantha Curle (DPhil, FHEA, FRSA) is a Reader in Education (Applied Linguistics), Director of the MRes programme in Advanced Quantitative Research Methods (University of Bath), and Associate Member of the English Medium Instruction Oxford Research Group (University of Oxford). Her main research interest lies in factors affecting academic achievement in English Medium Instruction (EMI) in higher education. She has published three edited books on EMI. Her EMI-related research has been published in journals such as Language Teaching, Applied Linguistics Review, Studies in Higher Education, Journal of Engineering Education, Journal for the Psychology of Language Learning, Journal of English for Academic Purposes, Language Teaching Research, and International Journal of Bilingual Education and Bilingualism.

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