Creating security and encouraging oracy in language learning

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Åsebø-Trodal, Kenth Magne
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Educational Level
ISCED Level 3 Upper secondary education
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Background: This study, conducted in a Norwegian secondary school, aimed to enhance oracy in English and Spanish language learning amongst 15-16 year olds. Recognizing the varied linguistic backgrounds of students and the challenges in fostering oral skills, the research focused on creating a secure environment for oracy development and language practice.

Aims: The primary goal was to investigate methods to increase students' oral participation in group and whole-class activities, while considering their diverse learning needs and backgrounds.

Methods: A research lesson study approach was employed, focussing on game-based learning, multimedia resources, and group work. The interventions aimed to engage students in oracy through interactive and participatory methods, with a focus on English and Spanish language classes.

Findings: The study found that game-based learning significantly enhanced students' willingness to engage in oracy. However, other methods like film analysis and multimedia tools had more limited success in promoting oral language skills. Students reported feeling more confident and engaged in sessions that utilized gaming as a learning tool.

Implications for Practice: The research suggests that incorporating interactive and engaging methods like gaming can significantly improve oral participation in language learning. It highlights the need for teachers to adapt instructional strategies to meet the diverse needs of learners and to create a supportive environment that encourages active participation and language use.
Keywords (free text)
secondary education , modern languages , dialogue , oracy , game-based learning , multimedia
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