The use of online forums and face to face discussions to enhance speaking skills

1. The use of online forums and face to face discussions to enhance speaking skills INTED2013 (Valencia) 4-5 March Ruby Vurdien White Rose Language School, Valladolid

2. Content Introduction Aims of study The project Data collection and analysis Results and discussion Conclusion

3. Introduction The advantages of online forums • Provide an interactive venue for students • Promote critical thinking, knowledge construction and learner autonomy • Offer flexibility (time and space) • Encourage exchange of ideas • Assist in the co-construction of knowledge

4. Introduction Face-to-face classes • Deal with spontaneous speech As a result: • Students may feel embarrassed to speak in front of their peers • Students may not feel confident to speak in public

5. Aims of study • How can online and face-to-face discussions help students to enhance their speaking skills? • What are students’ perceptions regarding learning from online and face-to-face discussions?

6. The project • Length: 5 months (mid-January to mid-June 2012) • Number of participants: 13 • Level of participants: C1 and C2 (CEFR) • Online and face-to-face tasks

7. Topics discussed online • Technological innovations could revolutionise classroom • Why are sports stars prone to depression? • Work experience “cuts drop-out rate” • Rise and rise of student entrepreneurs • Could your Facebook page ruin your job prospects? • Hotels on campus as universities build up their image • Will adverts at the Olympics increase fast food consumption? • Spirit of 15-M returns to Spain’s city squares

8. Questions debated online Some examples • To what extent do you think that games can motivate students to learn? • Which, do you think, requires greater effort – individual or team sports? Why is that? • Do you think that there should be close collaboration between schools/university and industry? If so, in what ways? • What are the advantages and disadvantages of being a young entrepreneur?

9. Questions debated in face-to-face classes Some examples • Should people be made aware of the dangers of using social networks? If so, in what ways? • Should all university students be offered grants to pay for their accommodation? If not, who should be eligible for grants? • In your view, should fast food companies be allowed to sponsor the Olympic Games? • How do you foresee the future of the 15-M movement?

10. The project Posted: 12 Jan 2012 10:02 am Post subject: My Contribution Hello mates, sorry for being always the first one rolling the ball, here are my opinions. • 1. To what extent do you think that games can motivate students to learn? • Student A: Compared to simply memorizing things or performing constant repetitions, playing games involves a real commitment for the children and students, because they are able to apply the knowledge to daily life situations, enhance their decision-making and tackle problems from different points of view according to the possible solutions and roles they play in a specific game. • Games, especially those performed through computers and similar technological devices, are nowadays a daily routine for children, as an extension of their own mind. Nevertheless I’m certainly sceptical about the use of tech-games only for the sake of it. I mean, every game should be specifically thought of and applied according to the aim or subject to be taught. If not we take the risk of mistaking the means for the zeal. Due to this risk, I think games shouldn’t replace completely other more traditional didactical forms, since memory, personal imagination and thinking are also essential learning skills. If children become excessively hooked on games, they may end up being slaves of them. • Student B:I was very impressed by Student A’s opinion, because I think in a similar way, and his ideas are well-expressed. • Student C: I agree more or less with Student A in the sense that the mixture of education and what children do in their spare time is a bit risky . If they play games at home in the afternoons and they begin playing games also in the mornings at school maybe they will not want to do other things apart from playing again and again. Taking up a point: • Student B:The challenge for teachers should be to get children to achieve their learning aims without technology, like in the past when this technology didn’t exist... Why? Why not use the tools that we have? It is not necessary, but if we have them, we should use them.

11. The project Examples of useful expressions exchanged • in a nutshell(10) take into account(9) • at the expense of(6) liven up(5) • needless to say(12) end up(10) • albeit(5) convey their message(3) • come to terms with(8) appeal to(10) • bear in mind(11) a spell of bad luck(5)

12. Data collection and analysis • Qualitative approach • Online forum scripts • Face-to-face debates • Questionnaires (beginning and end of project) • Interviews (end of project) • Questionnaire (Likert scale) • Speaking tests (beginning, middle and end of project)

13. Results and discussion • Enhancement of speaking skills • Acquisition of new vocabulary and grammatical structures • Improvement in reading skills • Positive general overview

14. How students benefited from online and face-to-face interactions

15. Students’ perception of the online discussions I

16. Students’ perception of the online discussions II

17. Results and discussion • Speaking tests: • Lexical resource • Grammatical resource • Discourse management (Analytical scales (0-5) – Cambridge ESOL speaking tests)

18. Speaking test

19. Speaking test

20. Speaking test

21. Conclusion • Increase in motivation • Greater engagement among students • Enhanced communicative competence

22. Thank You