Title: Letting Students Explore What It Takes to Become a Good Communicator – A Metacognitive Approach to Promote Language Learning
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Virtual Presentation
Authors:
Yumi Gomez Chikamori, Seitoku University, Japan
Abstract:
The presenter will discuss a classroom speaking activity that is aimed at fostering Japanese university students’ communicative skills in English through metacognitive reflections on their performances. Many Japanese university students have never had experiences of using English in a meaningful context before entering university. Even students who say they had some speaking practices in previous education say those were often in the forms of practicing dialogues from the textbook or engaging in application practices of previously taught forms in predetermined situational frameworks. Although those practices provide students with essential knowledge and training in how good communication can be done, those situational settings form only a fraction of actual interactions in the real life. The content of authentic conversation is often determined by many different factors such as the relationship between the participants, their previous life experiences, personal interests, personalities, etc. Therefore, it is essential for the teacher to organize classroom speaking activities to help students see and experience such ambiguities in interactions and start from there. In this presentation, the presenter will discuss how form-focused instructions were used as a springboard to let students themselves explore the use of those forms in a three-step collaborative free talk activity. The audience will see how the presenter used peer observation and peer feedback as a way of encouraging students to seek answers for themselves to the question of “what it takes to be a good communicator?”
Virtual Presentation
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