masterThesis
Enhancing oral communication through role-playing in EFL primary and secondary school contexts
Fecha
2016-11-18Registro en:
Adnan, A. and Abdullah, H. (2014). Role play as a speaking and listening tool: considerations
for Malaysian classrooms. In Haliza, H; Fariza P; & Hazleena B. (Eds.). Research and
issues in second and foreign Language Teaching. (pp. 139-155). Perpustakan, Malasya:
UKM CETAK.
Ampatuan, R. A., & San Jose, A. E. (2016). Role Play As An Approach In Developing Students’
Communicative Competence. International Journal for Innovation Education and
Research, 4(1) 18-24.
Benabadji, M. (2007). Improving Students’ Fluency through Role-Playing. (Master Thesis,
University of Oran).
Bernal, N. García, M. (2010). TPR storytelling: A key to speak fluently in English. Cuadernos
de Lingüística Hispánica. (15), 151-162
Bosker, H., Quené, H., Sanders, T., & Jong, N. (2014). The perception of fluency in native and
nonnative speech. Language Learning, 64(3), 579-614.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains,
N.Y.: White Plains, N.Y. Pearson Education.
Burns, A. (2003). Collaborative action research for English language teachers. Cambridge,
UK: Cambridge University Press
Burns, A. (2010). Doing action research in english language teaching: A guide for
practitioners. N.Y. New York. Routledge.
Bygate, M. (1987). Speaking. Oxford, UK. Oxford University Press.
Bygate, M. (2001). Speaking. In D. Nunan & R. Carter (Eds.), The Cambridge guide to teaching
English to speakers of other languages (pp. 14-20). Cambridge, UK: Cambridge
University Press.
Buitrago, R. & Ayala, R. (2008). Overcoming fear of speaking in English through meaningful
activities: a study with teenagers. Profile Issues in Teachers Professional Development,
(9), 23-46
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics, 1(1), 1-47.
Celce-Murcia, M., Brinton, D. M., & Snow, M. (2014). Teaching english as a second or
foreign language (4th ed.). Boston: MA: Heinle ELT
Charmaz, K. (2006). Constructive grounded theory: A practical guide through qualitative data
analysis. London, UK: Sage Publications.
Clément, R., Gardner, R. & Smythe, P. (1977). Motivational variables in second language
acquisition: A study of francophones learning English. Canadian Journal of Behavioral
Science/Revue Canadienne Des Sciences Du Comportment, 9(2), 123.
Contreras, K. & Corzo, C. (2013). Enhancing fluency in speaking through the use of
collaborative and self-directed speaking tasks (Master thesis, La Sabana University, ChíaColombia).
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for
developing grounded theory (3rd ed.). USA. Sage publications
Council of Europe. (2001). In Cambridge University Press (Ed.), Common European framework
of reference for languages: Learning, teaching, assessment. Cambridge, UK.
Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research (4th ed.). Boston, MA: Pearson Education
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches. LA, US: Sage publications
De Jong, N. H., Groenhout, R., Schoonen, R., & Hulstijn, J. H. (2015). Second language fluency:
Speaking style or proficiency? Correcting measures of second language fluency for first
language behavior. Applied Psycholinguistics, 36(02), 223-243
De Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental
study of fluency development and proceduralization. Language Learning, A Journal of
Research in Language Learning. 61(2), 533-568
DiNapoli, R. (2009). Using dramatic role-play to develop emotional aptitude. International
Journal of English Studies, 9(2). 97-110.
DiNapoli, R. (2003). Towards natural engagement in non-exhibitional dramatic role-playing.
Ibérica, 6, 15-38.
Doe, T., & Hurling, S. (2015). Implementing speaking fluency activities. In P. Clements, A.
Krause, & H. Brown (Eds.), JALT 2014 Conference Proceedings. Tokyo: JAL.
Dooly, M. (2008). Understanding the many steps for effective collaborative language projects.
Language Learning Journal. 36(1), 65-78. DOI: 10.1080/09571730801988405
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern
Language Journal, 78(3), 273-284.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK:
Cambridge University Press.
Drobot, I. (2014). Teaching communication in the English language: How and why? Scientific
Journal of Humanistic Studies, 6(11), 89-91.
Edstrom, A. (2013). Preparing an L2 role- play: How students manage L2 deficits. The Canadian
Modern Language Review / La Revue Canadienne Des Langues Vivantes, 69(3), 274-297.
Ellis, R., & Barkhuizen, G. P. (2005). Analyzing learner language. Oxford: UK: University
Press.
Ellis, N. C., & Larsen-Freeman, D. (2009). Language as a complex adaptive system. Michigan,
US: John Wiley & Sons
Escobar, Y., Sonza, P. (2016). The Implementation of Role-playing to Improve Grammar
Accuracy for Sentence Structure in Oral Utterances. (Master thesis, La Sabana
University, Chía, Colombia).
Fuentes, D. R. (2013). Understanding Strategies for Improving Oral Production Skills among
EFL Learners at a Public University in Colombia. Opening Writing Doors Journal, 9(1),
171-188
Gamba, A. (2013). Enhancing fluency in speaking through the use of collaborative and selfdirected Speaking Tasks. (Master thesis, La Sabana University, Chía, Colombia).
Goh, C. (2009). Perspectives on spoken grammar. ELT Journal 63(4), 303-312.
doi:10.1093/elt/ccp004
Gómez, C. (2010). Strategies to Help ESL Students Improve their Communicative Competence
and Class Participation: A Study in a Middle School. HOW Journal, 17(1), 73-89.
Gamson, W. (2000). SIMSOC: Simulated society. (5th ed.). New York, NY: The Free Press.
Guz, E. (2015). Establishing the fluency gap between native and non-native-speech. Research in
Language. 13(3), 230-247. DOI: 10.1515/rela-2015-002
Hall, G. (2011). Exploring English language teaching. Language in action. London, UK:
Routledge.
Haruyama, J. (2010). Effective practice of role play and dramatization in foreign language
education. Komaba Journal of English Education, 1, 31-58
Hatch, A. (2002). Doing qualitative research in education settings. Albany, USA: State
University of New York Press.
Hilliard, A. (2014). Spoken grammar and its role in the English language classroom. English
Teaching Forum, 4, 2-13.
Hilton, H. (2009). Annotation and analyses of temporal aspects of spoken fluency. Calico
Journal, 26(3), 644-661.
Hinshaw, Ch. (2016). Fluent Speech in Second Language and its Associated Varying
Perceptions. (Undergraduate Research thesis, Ohio State University).
Hoshino, H. (2012). Developing Fluency in English Speaking For Japanese English
Learners. Academic Reports, 35(2) 52-57. fac. Eng. Polytech Tokyo
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy and fluency. In A. Housen,
F. Kuiken & I. Vedder (Eds.), Dimensions of L2 Performance and Proficiency:
Complexity, Accuracy and Fluency in SLA (pp.1-20). Philadelphia, US: John Benjamin
Publishing Co.
Hughes, R. (2013). Teaching and researching: speaking. London, England: Routledge.
Islam, P., & Islam, T. (2013). Effectiveness of role play in enhancing the speaking skills of the
learners in a large classroom: An investigation of tertiary level students. Stamford Journal
of English, 7, 218-233
Kirk, S. (2014). Addressing Spoken Fluency in the Classroom. T. Muller, J. Adamson, Ph.
Brown and S. Herder, (Eds.), Exploring EFL Fluency in Asia, (pp.101-119). New York,
NY: Palgrave Macmillan.
Kahng, J. (2014). Exploring Utterance and Cognitive Fluency of L1 and L2 English Speakers:
Temporal Measures and Stimulated Recall. A Journal of Research in Language Studies
64(4), 809-854
Keats, D. M. (2007). Interviewing: A practical guide for students and professionals. Sydney,
Australia: University of New South Wales Press
Kemmis, S., McTaggart, R. (2005). Participatory Action Research: Communicative Action and
the Public Sphere. D. Norman (Ed); Lincoln, Y. (Ed). The Sage handbook of qualitative
research, (3rd ed.) (pp. 559-603). Thousand Oaks, CA: Sage Publications Ltd, xix, 1210
pp.
Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: The influence of the
environment. Computer Assisted Language Learning. 23(4), 361-375.
Koshy, V. (2005). Action research for improving practice: A practical guide. London: Sage
Publications Ltd.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford,
UK: University Press.
Kuśnierek, A. (2015). Developing students’ speaking skills through role-play. World Scientific
News, (7), 73-111.
Lambert, C., & Kormos, J. (2014). Complexity, accuracy, and fluency in task-based L2
research: Toward more developmentally based measures of second language acquisition.
Applied Linguistics, Oxford Journals. 1-9.
Lane, C., & Rollnick, S. (2007). The use of simulated patients and role-play in communication
skills training. A review of the literature to august 2005. Patient Education and
Counseling, 67(1), 13-20. doi:10.1016/j.pec.2007.02.011
Littlewood, W. (2002). Communicative language teaching. Cambridge, UK: Cambridge
University Press
Liu, F., & Ding, Y. (2009). Role-play in English language teaching. Asian Social Science, 5(10),
140-143.
Macaro, E. (1997). Target language, collaborative learning and autonomy. Philadelphia, US:
Multilingual Matters Ltd.
Maletina, O. (2014). Understanding L1-L2 Fluency relationship across different languages
and different proficiency levels. (Master thesis, Brigham Young University)
Marshall, C., Rossman, G. (1999). Designing qualitative research. London, UK: Sage.
Maxwell, C. (1997). Role Play and Foreign Language Learning. Paper presented at the Annual
Meeting of the Japan Association of Language Teachers (23rd, Hamamatsu Japan,
October 9-12, 1997)
McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry.
(7th ed.). Boston, MA: Pearson.
Merriam, S. B. (2002). Introduction to qualitative research. Qualitative Research in Practice:
Examples for Discussion and Analysis, 3-17.
Ministerio de Educación Nacional, MEN. (2006). Estándares básicos de competencias en
lenguas extranjeras: Inglés (Formar en Lenguas Extranjeras! El reto! No. 22). Bogotá,
Colombia: MEN
Ministerio de Educación Nacional (2006). Programa nacional de Bilingüismo Colombia 2014-
2019
Mumford, S. (2006). An analysis of spoken grammar: The case for production. ELT Journal
63(2), 137-144. doi:10.1093/elt/ccn020
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York,
NY: Routledge.
Nation, P. (1990). Improving speaking fluency. System, 17(3), 377-384.
Negishi, J. (2012). Relationships between L2 speakers’ development and raters’ perception on
fluency in group oral interaction. Journal of Pan-Pacific Association of Applied
Linguistics, 15(2), 1-26.
Nunan, D. (2012). Learner-centered English language education: The selected works of David
Nunan. New York, NY: Routledge.
Nunan, D. (1991). Language teaching methodology. A textbook for teachers. London, UK:
Prentice Hall.
Nunan, D. (2003). Nine Steps to Leaner Autonomy. In Nunan, D. (Ed.). Practical English
Language Teaching. New York, NY: McGraw Hill.
Okada, Y. (2010). Role-play in oral proficiency interviews: Interactive footing and interactional
competencies. Journal of Pragmatics, 42(6), 1647-1668.
Orion, G., & Orion, G. (1988). Pronouncing American English: sounds, stress, and
intonation. Boston, MA: Newbury House.
Orozco, D. (2013). Communicative activities as a way to foster the oral use of English and
confidence in the oral expression. (Master thesis, La Sabana University, Chía, Colombia)
Ortiz, H., Rojas, L., Escobar, G., & Leyva, A. (2015). Fostering students’ english fluency
through direct and indirect language learning strategies in EFL contexts. Opening Writing
Doors Journal, 12(1), 117-150
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three
communicative strands in the language classroom. The Modern Language Journal, 81(4),
443-456
Palmer, E. (2014). Teaching the core skill of listening & speaking. Alexandria, US: ASCD.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks,
Ca: Sage Publications.
Porcino, M., Finardi, K. (2012). The tension between accuracy and fluency of L2 speech:
Evidence from communicative tasks. The SPecialist 33(1), 25-44.
Rao, D., & Stupans, I. (2012). Exploring the potential of role-playing in higher education.
Development of a typology and teacher guidelines. Innovations in Education and
Teaching International, (4), 427-436. doi:10.1080/14703297.2012.728879
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and
backward design. RELC Journal, 44(1), 5-33.
Richards, J. C. (2006). Communicative language teaching today. Cambridge, UK:
Cambridge University Press
Rubiano, L. (2012). Role-play: A way to improve speaking performance among students of
English as a foreign language. (Master thesis, La Sabana University, Chía, Colombia).
Ruiter, R., Dang, P. Y. (2005). Highway to E.S.L.: A user-friendly guide to teaching English as
a second language. NY, US: Universe Books
Sarmiento, Y., Pinilla, M. (2016). Using interactive CLIL science to teach content and promote
spoken fluency in young learners. (Master thesis, La Sabana University, Chía, Colombia)
Scrivener, J. (2005). Learning Teaching: A guidebook for English language teacher. Oxford,
UK: McMillan.
Seo, K. (1993). Dealing with fluency and accuracy in communicative language teaching: A
concern for teachers of Japanese language. Japanese Studies Bulletin, 13(3), 79-90.
Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Grounded theory
procedures and techniques (2nd ed.). Thousand Oaks, CA: Sage Publications.
Schunk, D. H. (2005). Commentary on self-regulation in school contexts. Learning and
Instruction, (15)2, 173-177. doi:10.1016/j.learninstruc.2005.04.013
Skehan, P., Foster, P., & Shum, S. (2016). Ladders and Snakes in Second Language Fluency.
IRAL: International Review Of Applied Linguistics In Language Teaching, 54(2), 97-
111. doi:10.1515/iral-2016-9992
Thornbury, S. (2005). How to teach speaking. London, England: Pearson Education limited.
Timmis, I. (2005). Towards framework for teaching spoken grammar. ELT Journal 59(2), 117-
125. doi:10.1093/eltj/cci025
Tompkins, P. (1998). Role-playing / simulation. The Internet TESL Journal, 4(8), 143-150.
Ur, P. (2009). A course in language teaching: Practice and theory. Cambridge, UK: Cambridge
University Press.
Usma, D. (2015). L2 spoken fluency through interactional tasks. (Magister thesis, La Sabana
University, Chía, Colombia).
Widdowson, H. G. (2008). Teaching language as communication. Oxford, UK: Oxford
University Press.
Willis, J., & Willis, D. (1996). Challenge and change in language teaching. Oxford, UK:
Heinemann.
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning.
The Journal of Effective Teaching, 7(1), 3-14.
Zimmerman, B., Bandura, A., Martinez-Pons, M. (1992). Self-Motivation for Academic
Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American
Educational Research Journal, 29(3), 663-676.
262944
TE08752
Autor
Patricia Álvarez, Claudia
Institución
Resumen
This study focused on the improvement of oral communication in the classroom. The main concern was to attain better EFL oral communication results through the implementation of classroom role-playing, emphasizing the relevance of certain spoken fluency features. The study was conducted with two A1 groups of eighth and fifth graders aged between 10 and 13 years average at 2 public schools in Bogotá. Data were collected mainly via interviews, videos, a rubric, and teachers' journals. Results show that role-playing activities allowed students to focus more on realistic oral exchanges and to reach higher levels of motivation in their classroom practices. Additionally, the study proposes that EFL classroom practices should focus on helping students develop fluency from early EFL learning stages. Finally, accuracy and complexity should not be overemphasized as language output, but instead they should be considered EFL learning goals.