Page 32 - The SpeakTeach method - Esther de Vrind
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Chapter 2. Pilot study
2.6 Conclusions and discussion
This chapter reports on two cases which show how foreign language teachers can tailor their feedback and help to individual students’ needs when teaching speaking skills. Using a self- evaluation procedure, students evaluated their own speaking performance and wrote a plan for improvement. This small-scale study found that the self-evaluation procedure encouraged students to make concrete plans and gave teachers extra insight that they were able to use to guide individual learners. The interviews with the teachers provided evidence that the self- evaluation procedure was perceived to be a good instrument for improving the quality of their feedback and a practical tool that they could use in the regular classroom. However, this was a trial study that only tested the procedure once and examined intended feedback. A follow- up study will be carried out to test the whole self-evaluation procedure on larger scale. From the perspective of the teacher, the practicality of the self-evaluation procedure will be investigated (see chapter 3). From the perspective of the student, a follow-up study will test on a larger scale whether the self-evaluation procedure can be an adaptive resource for students at secondary schools to learn to improve speaking skills in foreign languages in a self- regulating way (see chapter 4). Finally, in chapter 5, the question will be answered how teachers can be supported to implement the developed teaching approach and what their learning routes would be like while implementing the teaching approach in consecutive lesson series.
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