Reading-Aloud Technique for Enhancing Oral Production Skills

ABSTRACT: This action research study describes the incorporation of the Reading-Aloud Technique to enhance oral production skills in an eighth-grade English course in a public school in the municipality of Itagui, Antioquia. Data collection involved class observations from an external person, interviews with the cooperating teacher and students, focus group interviews, questionnaires, and journals, as well as quantitative data such as tables measuring students' improvement in terms of accuracy and fluency in their speech. Four different strategies were employed when incorporating the Reading-Aloud Technique: repetition of sentences, pronunciation of complex words, collaborative learning, and feedback. The results demonstrated that the Reading-Aloud Technique improved students' oral production skills primarily through the implementation of three of the strategies. The speaking characteristic that showed the most improvement in students is accuracy, specifically their pronunciation. Additionally, the study showed that other characteristics such as confidence, participation, and reading comprehension were enhanced through the implementation of this technique.

• Autores: Ospina Vélez, Katherine
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2024
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/44845
• Acceso en línea: https://hdl.handle.net/10495/44845
• Palabra clave: Oral production; Participation; Reading comprehension; Teaching strategies; http://id.loc.gov/authorities/subjects/sh85098355
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc-nd/4.0/