Page 149 - The SpeakTeach method - Esther de Vrind

6.3 Design principles of the adaptive and practical approach
Considering the findings of all the studies together, in response to the central research question, the following design principles can be deducted for an adaptive approach for students to learn to self-regulate their speaking skills which is practical for teachers. They have been explained, underpinned and researched in this dissertation.
Design principles of the approach related to adaptivity to students’ learning needs
In order to make the teaching approach for self-regulated learning of speaking skills adaptive for students, the approach contained the following design principles:
1. Add a self-evaluation by the student to a speaking activity
The self-evaluation consists of a diagnosis by the student of a recording of the own speaking performance, a plan for improvement drawn up by the student and a desired working format or request for teacher’s assistance.
2. Provide activities for improvement and differentiation
On the basis of the self-evaluation with a plan for improvement produced by the student, the teacher offers activities for improvement in follow-up lessons or as homework. The improvement plans provide opportunities to meet the students’ learning needs by differentiating according to type and number of improvement activities, working format and steering in the lessons.
3. Provide adaptive feedback
The ultimate goal of the approach is self-regulation and therefore the choice of focus, type or strategy of feedback has to be varied depending on the learner's development. The student’s self-evaluation, plan for improvement, whether there is a request for teacher’s assistance and any recording of the speaking performance, provide information for the teacher to tailor the feedback.
Furthermore, it is important that, after executing the plan for improvement, students redo the same or a similar speaking activity with self-evaluation to experience whether they have
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