Boosting interactive activities at the 'Escuela Normal de Teotihuacan' (ENT)
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Authors
Serrano, María del Socorro Sánchez
Issue Date
2021
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Mexico
Abstract
Context: This study was conducted at the Escuela Normal de Teotihuacan (ENT), a teacher training college in the State of Mexico. The participants were 30 first-semester Spanish students aged 18 to 33, at CEFR A1 level. The students had three 100-minute English classes per week, where they favoured interactive and kinaesthetic learning. The research occurred during the 2019-2020 academic year.
Aims: The research aimed to explore and enhance the use of interactive activities to improve students' confidence and ability to communicate in English. Specific objectives included understanding interactive activities, identifying their types and students' perceptions of them, and developing an intervention to foster meaningful communication through such activities.
Methods: The researcher utilised three primary methods: background reading, reflective journaling, and a student questionnaire. The reading provided theoretical insights into interactive activities, while the journal documented classroom interactions and activity effectiveness. The questionnaire captured students' preferences, feelings about interaction, and suggestions for activities. A peer observation protocol was also employed to gather additional feedback on classroom dynamics during the intervention.
Findings: The data revealed that students preferred working in pairs and engaging in interviews and discussions. They valued materials and activities promoting genuine communication, reporting that interactive tasks reduced monotony and improved confidence. A six-lesson intervention using structured pair work and personalised charts resulted in increased comfort and engagement in English communication. Peer observations corroborated the positive student attitudes and active participation.
Implications: The findings suggest that carefully designed interactive activities can enhance students' speaking skills and collaboration. Teachers might consider incorporating similar strategies, such as structured interviews and meaningful communication tasks, to foster confidence in language use. Engaging students in the planning and feedback process can further tailor activities to their needs and preferences.
Aims: The research aimed to explore and enhance the use of interactive activities to improve students' confidence and ability to communicate in English. Specific objectives included understanding interactive activities, identifying their types and students' perceptions of them, and developing an intervention to foster meaningful communication through such activities.
Methods: The researcher utilised three primary methods: background reading, reflective journaling, and a student questionnaire. The reading provided theoretical insights into interactive activities, while the journal documented classroom interactions and activity effectiveness. The questionnaire captured students' preferences, feelings about interaction, and suggestions for activities. A peer observation protocol was also employed to gather additional feedback on classroom dynamics during the intervention.
Findings: The data revealed that students preferred working in pairs and engaging in interviews and discussions. They valued materials and activities promoting genuine communication, reporting that interactive tasks reduced monotony and improved confidence. A six-lesson intervention using structured pair work and personalised charts resulted in increased comfort and engagement in English communication. Peer observations corroborated the positive student attitudes and active participation.
Implications: The findings suggest that carefully designed interactive activities can enhance students' speaking skills and collaboration. Teachers might consider incorporating similar strategies, such as structured interviews and meaningful communication tasks, to foster confidence in language use. Engaging students in the planning and feedback process can further tailor activities to their needs and preferences.
Description
Keywords (free text)
english as a foreign language , interactive learning , paired learning , student engagement , exploratory action research