Exploring Fluency in Oral Communication (Part 1)

Summary

In this podcast episode from the English Language Institute of Singapore, Sharon, an English teacher, shares her journey of conducting classroom inquiry to enhance her students' oral communication skills. Initially intimidated by the process, she discovered that focusing on students' interests could improve their confidence and fluency in speaking. Guided by research, Sharon refined her inquiry question to investigate how the choice of topics affects fluency among her secondary one students. The discussion highlights the importance of clear, focused inquiry questions in driving effective teaching practices and engaging students in meaningful learning experiences.

Takeaways

• 😀 Classroom inquiry can be a manageable process, not necessarily requiring extensive resources or formal projects.
• 📚 Observing student behaviors can highlight discrepancies in their written and oral communication skills.
• 🔍 Identifying a 'puzzle of practice' helps teachers focus their inquiries on specific classroom challenges.
• 💬 Students may exhibit anxiety and hesitance in oral communication, despite having strong writing skills.
• ✨ Engaging students in topics of personal interest can enhance their confidence and motivation in speaking.
• 📖 Researching existing literature provides valuable insights into effective teaching strategies and student support.
• ❓ A well-crafted inquiry question is crucial for guiding the research and ensuring focused data collection.
• 👩‍🏫 Collaborating with experienced mentors can refine a teacher's inquiry approach and improve clarity.
• 📊 Prioritizing fluency over accuracy encourages spontaneous speech and boosts students' confidence in communication.
• 🔗 Refining inquiry questions to be specific and open-ended aids in collecting relevant evidence for analysis.

Q & A

What was Sharon's initial perception of classroom inquiry?

Sharon initially thought classroom inquiry had to be a complex and formal process, involving extensive data and analytical skills.

What observation did Sharon make about her high-achieving students?

She observed that although her high-achieving students were competitive, they often appeared overly cautious, nervous in speaking, and hesitant to answer questions in class.

How did Sharon's students perform in written communication compared to oral communication?

Sharon noted that her students could write well with sound grammar and a wide range of vocabulary, but this did not translate to fluency in their oral communication.

What was Sharon's inquiry question at the beginning of her process?

Her initial inquiry question was, 'How will interest-based learning affect the learning outcomes for oral communication in secondary English classes?'

What did Sharon learn about the relationship between student interest and oral communication?

She learned that allowing students to talk about topics they were interested in could reduce stress and anxiety, thereby improving their motivation and performance in speaking.

What research influenced Sharon's understanding of her students' speaking challenges?

Sharon referred to the work of Professor Christine Nicole, which highlighted how opportunities for successful spoken English could motivate weaker students.

What criteria did Sharon use from the EL syllabus to assess fluency?

The criteria included pronunciation, good use of stress and rhythm, sustained development of responses, and awareness of purpose, audience, and context.

How did Sharon refine her initial inquiry question?

With guidance, Sharon narrowed her focus to explore how her students' choice of topics impacted their fluency in oral communication skills.

What specific aspects did Sharon include in her refined inquiry question?

She specified 'choice of topic' and 'fluency in oral communication skills' to better focus her inquiry.

What is the significance of crafting a clear and focused inquiry question in classroom research?

A clear and focused inquiry question helps educators collect relevant data and gain meaningful insights to address specific teaching challenges.