Literaturnachweis - Detailanzeige
Autor/inn/en | Hilao-Valencia, Patricia Mariz; Ortega-Dela Cruz, Ruth A. |
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Titel | Appreciative Inquiry Approach and Its Effects on English Oral Communication Skills of Teacher Education Students |
Quelle | In: MEXTESOL Journal, 47 (2023) 1, (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Oral Language; Communication Skills; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Inquiry; Teacher Education Programs; Intervention; Workshops; Preservice Teachers; Language Teachers; Self Esteem; Personality Traits; Feedback (Response); Student Attitudes; Student Motivation; Positive Reinforcement; Teaching Methods; Learning Processes; Preferences; Instructional Effectiveness; Videoconferencing; Speech Communication; Holistic Approach; Scoring Rubrics; Philippines Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lernwerkstatt; Schulung; Language teacher; Sprachunterricht; Self-esteem; Selbstaufmerksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtserfolg; Holistischer Ansatz; Scoring formulas; Auswertungsbogen; Philippinen |
Abstract | Good oral communication skills are necessary to help people understand and process information in a clear manner. Aspiring language teachers must be able to exemplify good verbal ability to become competent in their fields. Therefore, it is important to develop a future teacher's ability to communicate in English. This study investigated the effects of the Appreciative Inquiry (AI) approach on the oral communication skills of teacher education students in a local college in Laguna, Philippines. Appreciative Inquiry is defined as the art and practice of asking questions that strengthen a system's capacity to heighten positive potential; it focuses on doing more of what is already working, rather than focusing on fixing problems (Whitney & Cooperrider, 2011). A group of 11 student participants were given treatment in the form of an intervention workshop that followed the 4D cycle model of Appreciative Inquiry. Results revealed a significant impact in the students' motivation to improve their oral communication skills. The intervention sessions had a positive effect on their self-confidence and eagerness to proceed with specializing in English language education. Their notion of their own personality that reflected negative self-talk was observed to have been significantly transformed into high self-esteem and determination. Feedback from the post-intervention interview suggested that the AI approach is a viable method that can be used in the classroom setting to build a safe learning space for students who engage in second language acquisition because the sessions give out a sense of fulfilment, positive reinforcement, and self-paced success. It is recommended that teachers employ AI techniques in their teaching-learning plans to sustain their students' motivation in pursuing Teacher Education and to support their varying needs and preferences based on the strengths they already possess. (As Provided). |
Anmerkungen | MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |