Page 25 - The SpeakTeach method - Esther de Vrind

The procedure we used was as follows (see Figure 2):
a. The students do a speaking task taken from the course programme (an open communicative task involving some free expression, phase C or D of the exercise typology van Neuner et al. (1981)) with a classmate and record it on their mobile phones.
b. They then listen to their own speaking performance and analyse it with the aid of a self-evaluation form (see Appendix I, part A, B and C).
c. The teacher takes in the self-evaluation forms and the recordings. The teacher then compares his/her own findings with those of the individual students, considers what each student needs and tailors feedback and support to the student in the form of exercises or instruction for the next lesson.
d. In subsequent lessons the students follow their own plans to improve their speaking performance. The teacher is therefore practising differentiated teaching.
e. At the end of the series of lessons the students do another similar speaking task, record it and analyse it using the self-evaluation form (steps a to d can be repeated, at this stage new speaking goals and exercises may be added by the students or the teacher).
The self-evaluation procedure is therefore an iterative learning process.
Figure 2: Self-evaluation procedure
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