Abstract
Introduction: Mastery of oral expression is a powerful factor in the development of structured thinking and cognitive abilities. However, the traditional methodologies of English teaching, based on grammar and writing, determine a poor performance of students in the international context. Think-pair-share (TPS) as a collaborative learning strategy is an appropriate tool to solve the problem. Objective: This research analyzes the influence of the TPS teaching strategy in the speaking skill development of A1 students at a language center in a university in Ambato, Ecuador. Methodology: From direct observation and the application of a survey, it was detected that the students presented difficulties in constructing effective communication. A quasi-experimental study was considered, in which two groups, control and experimental, were established. The first group received classes through traditional learning strategies and the second through strategy based on TPS. Initially, the oral proficiency level of both groups was evaluated by applying the Cambridge Key English Test (KET). The teaching strategies were implemented in both groups. In the experimental group case, the TPS strategy consisted of collaborative work among students, each participant uploaded short videos in an online platform about their ideas regarding topics suggested by the teacher. The students then reviewed the material prepared by their class partners, made suggestions for improving their speaking skills, and gave an oral presentation to their classmates. Another KET test was applied to know the speaking skill development. Results: Students improved their performance, although the experimental group showed better results, to the point that the mean was 12.48 out of 15, compared to the mean of the control group, which was 9.70 out of 15. Conclusion: The students were well disposed to work using the TPS strategy and the teaching program allowed the students to improve their speaking skills to communicate in the English language.
Highlights
Mastery of oral expression is a powerful factor in the development of structured thinking and cognitive abilities
The goal of this research was to measure the effects of the TPS strategy in the speaking skill development in A1 students
Students obtained a mean grade of 7.68 and 8.06 out of 15 in the pre-test according to the Key English Test (KET) rubric, in the control and experimental groups, respectively
Summary
Mastery of oral expression is a powerful factor in the development of structured thinking and cognitive abilities. From classical philosophy with Socratic maieutic method to modern linguistics and the contributions of Chomsky's generative grammar, different studies have led to point out www.concienciadigital.org the key role of spoken language in the learning process In this context, the process of learning a foreign language is not exempt from this powerful relationship. This is exemplified by the fact that the most representative studies on the dynamics of learning a second language emphasize the high relationship between the development of oral expression skills and good results in learning a new language (Balboni, 2018) Based on this strong notion, innovations in English language teaching pedagogy have produced important research aimed at determining key strategies for enhancing students' speaking skills to improve English language teaching outcomes. This strategy has shown unexpected effects since, in addition to promoting active student learning, they help build positive relationships in the classroom, facilitating the learning environment
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