Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Angela Gamba Buitrago

doi:10.5539/elt.v10n5p139

Abstract

Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students’ reflections, compiled through a survey, and the teacher’s classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners’ confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

Highlights

1.1 Introduction to the StudySpeaking English in Colombia has become a necessity for those who wish to have better job opportunities and more comfortable lifestyles
This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency
Considering the characteristics of self-directed learning (SDL), this study proposed a set of tasks in which participants were free to make decisions and develop autonomy with regard to the activities proposed and, self-direct their learning processes and styles based on their roles within a group

Summary

Introduction

1.1 Introduction to the StudySpeaking English in Colombia has become a necessity for those who wish to have better job opportunities and more comfortable lifestyles. Colombians who have not learned English often attribute this to the costs involved and lack of access; many have stated they would undertake studies to improve their employability and quality of life or to travel abroad. Emphasis on speaking practice is sometimes avoided by teachers due to their workloads, the numerous topics to be covered in syllabi, lack of time to listen to every student, and students’ low motivation regarding speaking in front of others. These issues might stem from insufficeint planning as well as a limited use of speaking strategies that would encourage students to improve their fluency and oral skills through meaningful speaking tasks

Methods

Results

Conclusion