Page 73 - The SpeakTeach method - Esther de Vrind

support is phased out gradually until they are able to fulfil all the different parts of the process independently (e.g. Sadler, 1998).
Providing adaptive support on self-regulated learning of speaking skills appears to be difficult, however, in regular teaching in secondary schools. In the complex context of a class situation with a large number of students who have different learning needs, it is challenging for a teacher to monitor each individual student's learning process simultaneously (Keijzer, Perry, Rose & Verheggen, 2011) and to give each student tailored support in the form of feedback and tasks (Chapter 3). Especially for speaking, because of its transient nature, the opportunity for teachers to give feedback passes quickly. It is not surprising, therefore, that descriptive L2- research has shown that teachers do not usually give much feedback, the feedback is not divided equally among the students (Gass & Mackey, 2012) and is not always effective (Lyster, Saito & Sato 2013). Moreover, the quantity and type of feedback does not match students’ preferences (Yoshida, 2008), and providing feedback does not always lead to uptake (= learners’ responses or self-repair (Gass et al., 2012; Lyster & Ranta, 1997). On the one hand, this is because teachers do not always use feedback techniques that encourage self- correction (Gass et al., 2012; Lyster & Ranta, 1997; Lyster & Sato, 2010). Ideally, feedback not only addresses correctness of the utterances – which can make learners dependent on external feedback (Poehner, 2012; Sadler, 1989) – but it should also invite them to self-correct or it should provide information about how to correct commensurate with the students’ ability (Aljaafreh & Lantolf, 1994; Pryor & Crossouard, 2008; Sadler, 1998). On the other hand, the opportunity to improve speaking performance is often lacking. In secondary education in the Netherlands and elsewhere in the world, speaking tasks are often offered only once in a lesson series without additional instruction or practice and with limited time for reflection after interaction (Goh & Burns, 2012; Goh, 2017; Chapter 2 of Van Batenburg, 2018). As a result, in the regular classroom, learners often do not have the chance to practise a speaking activity again and to improve their initial attempt which is a missed opportunity, because reflection, additional input and task repetition can help learners to advance (Bygate, 2001; Goh et al., 2012; Goh, 2017; Van Batenburg, 2018).
In order to improve secondary school students’ self-regulation of their speaking skills, we developed a procedure for this study, the self-evaluation procedure, to facilitate diagnosis of current speaking performance by the students themselves, development of a plan to improve it and adaptive support for the execution of the plan. The self-evaluation procedure
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