Strategies Instruction to Improve the Preparation for English Oral Exams

This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students’ preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study included pre- and post-intervention tests and on-line questionnaires after each oral exam. After comparing the test scores and analyzing the questionnaire responses, we arrived at two main conclusions: First, that strategies instruction, especially in combination with evaluation rubrics, promotes students’ autonomy and enhances their oral test performance. Second, that students’ use of language learning strategies is influenced by instructional variations tied to the relative importance that teachers ascribe to specific aspects of oral communication.

• Autores: Abad, José Vicente; Alzate, Paula Andrea
• Tipo de recurso: Article of journal
• Fecha de publicación: 2016
• Institución: Universidad Nacional de Colombia
• Repositorio: Universidad Nacional de Colombia
• Idioma: spa
• OAI Identifier: oai:repositorio.unal.edu.co:unal/66931
• Acceso en línea: https://repositorio.unal.edu.co/handle/unal/66931; http://bdigital.unal.edu.co/67959/
• Palabra clave: 37 Educación / Education; 8 Literatura y retórica / Literature; Language learning strategies; oral assessment; preparation for oral exams; rubrics; strategies instruction; estrategias de aprendizaje en lenguas; evaluación oral; instrucción en estrategias; preparación para pruebas orales; rúbricas
• Rights: openAccess
• License: Atribución-NoComercial 4.0 Internacional