Abstract
AbstractThis study introduces photomontage as a task to facilitate talking in English as a Foreign Language classrooms. Thirty-three undergraduate English major students studying at the University of Guilan were assigned to design a composite photographic image by combining images from separate photographic sources, and use it as the stimulus to initiate talking in class. Students’ talks based on their own self-generated photomontage and their peers’ feedback in all classes were video recorded and the transcription was coded for words, syllables, T-units, content and function words. This transcription was used as the basis for analyzing the change in learners’ oral repertoire prior to, and after the experiment with regard to three areas of complexity, accuracy and fluency (CAF triad). The results of repeated measures analysis of variance and also paired samples t-test showed that photomontage had appealing potentials for fluency and accuracy but not for complexity.
Highlights
Speaking is the ultimate goal of many language learners because “for most people, the ability to speak a language is synonymous with knowing that language” (Celce-Murcia, 2001, p. 32)
This study introduces photomontage as a new task which combines art, and technology to trigger real talking in the English as a Foreign Language classrooms where speaking is a priority
This quasi-experimental research has examined the effect of one independent variable—photomontage on one dependent variable—oral repertoire assessed at three levels: Complexity, Accuracy, and Fluency
Summary
Speaking is the ultimate goal of many language learners because “for most people, the ability to speak a language is synonymous with knowing that language” (Celce-Murcia, 2001, p. 32). Speaking is the ultimate goal of many language learners because “for most people, the ability to speak a language is synonymous with knowing that language” Jaleh Hassaskhah is an associate professor in the ELT Department at the University of Guilan, Iran. Her areas of interest are curriculum development, language assessment and approaches to language teaching, all with particular interest in the learners’ diversity. Shohreh Rahimizadeh Asli holds an MA in Teaching English as a Foreign Language (TEFL). Her areas of interest are approaches to language teaching and educational technology
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