Page 61 - The SpeakTeach method - Esther de Vrind
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3.5 Results
3.5.1 Results for research questions A and B: essence and design of lesson series and factors considered
The SpeakTeach teaching method was used in 30 lesson series comprising two to five speaking activities.
Table 3.1
Extent to which design principle 1 was applied in SpeakTeach lesson series (n=30) with factors taken into consideration in the choices made
SpeakTeach
design principle
1. Add a self- evaluation by the student to a speaking activity
                 Design aspects in SpeakTeach lessons
     Number of lesson series (n=30)
      Perspective of considerations underlying choices
   L
     A
 P*
     Analysis of extent to which principle 1 was applied
Not / Minimal
Maximal
         (score 0) No self-evaluation added.
     0
   0
        0
  0
        (score 1) Self-evaluation added to a random speaking activity in the lesson series, followed by improvement activities and a final self-evaluation of the same speaking activity. This ensured some alignment of the speaking activity with input/exercises for improvement.
   3
  8
     5
 2
     (score 2) Self-evaluation added to the first speaking activity in the lesson series, followed by activities for improvement and a self-evaluation of the final speaking activity at the end of the lesson series. This created alignment of speaking activities and input/exercises for improvement which formed a unit in the lesson series.
   9
  7
     8
 2
     (score 3) Final speaking activity or a similar free speaking activity with self-evaluation used right at the beginning. This created full alignment in the lesson series, as the focus was on the final activity from the very start and all learning activities were building up it. The final speaking activity was repeated at the end of the lesson series with a final self-evaluation.
 18
  5
     12
 2
     Adaptations
     - Final speaking activity in the lesson series was known from the beginning and students wrote a final dialogue but the self-evaluation was done on the first speaking activity.
- End product and criteria were discussed at the beginning of the lesson. Final speaking activity done at the beginning but not the self- evaluation.
- Self-evaluation coupled with several types of speaking activity in a lesson or lesson series.
- Students chose for themselves on which speaking activity they did the self-evaluation.
 1
3
6 2
  0
3
0 0
     1
3
6 2
 0
0
0 0
     * The abbreviations L, A, P stand for lesson content-based (L), adaptive (A) and practical considerations (P) respectively. 59
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