The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for fluency instruction based on theories of cognitive science. It is unclear however, whether EFL students with restricted opportunities to use English outside of language classrooms can benefit from fluency development activities. This main purpose of this study was to determine whether EFL students’ speaking fluency improved whilst participating in theoretically grounded fluency development activities. In addition, student use of formulaic language, participation in classroom activities, and repetition of previously used lexical items was examined in order to determine its relation to development in speaking fluency. 32 first-year Japanese university students from four intact discussion skills classes took part in the study, which was conducted over a period of 12 weeks. Data were collected by recording student performances in a variety of fluency development activities and interactive communicative tasks. There were four main questions investigated in this study. The first research question was focused on long-term fluency development by using multi-level modeling to determine whether gains were made in fluency measures in four 2-minute speaking monologue tests that were conducted at regular periods throughout the semester. Three in-class performance variables - the amount of repeated words, the amount of tokens spoken, and the amount of formulaic language spoken, and three individual difference variables—willingness to communicate, extraversion, and first language fluency were also examined to determine if they were related to any growth observed. The second research question looked at short-term fluency development across a time-pressured speaking activity and similarly used multi-level modeling with the same predictor variables. The third research question concerned the relationship of complexity and accuracy to the fluency measures derived from the monologue speaking tests. Finally, the fourth research question was an investigation of the relationship between the objective fluency measurements and subjective expert ratings. The results indicated that the participants made very small, but significant gains on their mean length of pause across the monologue speaking tests. While none of the predictor variables had a strong relationship with this development, post-hoc analyses suggested that other fluency measures and oral proficiency level could have covaried with this growth. There was also a small but significant improvement in the phonation/time ratio, however, none of the predictor variables appeared to covary with this development. No other significant relationships were found in the long-term fluency measures. For the short-term fluency measures, significant growth was seen across the three deliveries of the speaking activity. While several of the predictor variables, most prominently repetition and the number of tokens spoken, had a significant relationship with this growth, a closer examination revealed that the degree of covariance was extremely slight. The relationship among complexity, accuracy, and fluency also became more significantly correlated over time, suggesting that learners produced higher quality samples of language as the study progressed. Finally, the expert ratings had significant correlations with three of the five fluency measures, indicating that human raters were able to detect small differences in spoken fluency. The findings of this study show that fluency can develop in instructed foreign language settings, however, the role of practice and repetition might be more complex than has been suggested in the research literature. This study provides some insight into that complexity and suggests a number of directions that can be followed to understand more about fluency development. / Teaching & Learning

This study examines student performance in two foreign language programs, partial immersion (content taught through the exclusive use of a second language) and FLES (Foreign Language in the Elementary School). Are students who study math, science, and social studies through a second language hampered when compared with their non-immersion peers? Does intensive study of a second language interfere with native language usage? Is partial immersion more effective than FLES in producing fluency in the second language? Normal curve equivalent scores of the California Achievement Test (CAT) were used to measure language arts, reading, and math performance. The North Carolina third grade tests for science and social studies were used to measure mastery of state objectives in those subjects. French listening comprehension skills, and in some cases speaking skills, were assessed through the American Association of Teachers of French (AATF) FLES Test. Mental ability was measured using the CTB-McGraw Hill Test of Cognitive Skills. Separate analysis of covariance (ANCOVA) tests were performed for reading, language, math, total battery, science, social studies achievement test response variables. An ANCOVA was also done for French listening skills. A socioeconomic status (SES) Index and IQ scores were used aS covariates in all of these tests. Separate analysis of variance (ANOVA) tests were run on each ANCOVA for the purpose of comparison. Number Cruncher Statistical System software was utilized for all computations. Significant main effects are analyzed. The analysis of scores for both treatment groups revealed there was no difference due to treatment in language, reading, mathematics, science, or total battery. Achievement of FLES and partial immersion groups was Similar. After adjustment for SES and IQ, the immersion group scored significantly less than the FLES group in social studies (p < .05). The immersion group scored Significantly higher than the FLES group in French listening skills (p < .0001). The results of this study provide data to school districts interested in elementary foreign language programs. It contributes to the growing body of research in immersion as an educational alternative. / Ed. D.

This study researches, from teachers’ perspective, the effects of digital and analogue textbooks on students’ reading comprehension when learning French as a foreign language in secondary and upper secondary school. The study aims to research teachers’ views on the advantages and disadvantages with textbooks of each format as well as their effects on reading comprehension and the different reading strategies that students use. The chosen method is an online survey which includes both qualitative and quantitative elements.The total number of participants is 26. The result shows that 61.5 % of the teachers in this study thought that the reading comprehension skills deteriorated when using digital textbooks. One of the disadvantages that the teachers mention about the digital textbook appears to be the division in focus while one of the advantages is the listening accessibility. Moreover, the result shows that the teachers believed that the reading strategies that the student’s use in digital and analogue textbooks differ. For example, The analogue textbooks appear to be easier to use in interactive strategies which includes highlighting and comprehension made from contexts, according to the teachers. A conclusion that can be made from this result based on teachers perspective is that a combination of digital and analogue textbooks is preferred when working with reading comprehension. / Cette étude explore, comme point de départ les enseignants, l’influence des manuels analogiques et numériques sur la compréhension écrite des élèves suédois au collège et au lycée apprenant le français langue étrangère. L’étude examine les points de vue des enseignants sur les avantages et les désavantages des manuels analogiques et numériques, la façon dont la compréhension écrite est influencée par le manuel scolaire utilisé et les différentes stratégies utilisées par les élèves lorsqu'ils lisent dans les manuels analogiques et numériques. La méthode utilisée est une enquête en ligne avec des éléments qualitatifs et quantitatifs. Le nombre total de participants est de 26. Le résultat montre que 61.5 % des enseignants trouvent que la compréhension écrite des élèves s'est détériorée avec l’utilisation des manuels numériques. Un des facteurs qui les enseignants mentionnent de cette détérioration est la concentration divisée que les manuels numériques amènent. Par contre, l'accès facile à l’écoute est mentionné comme un avantage des manuels numériques. De plus, le résultat montre que les enseignants estiment que les stratégies utilisées par les élèves lorsqu'ils lisent ne sont pas les mêmes pour des manuels analogiques et numériques. Selon les enseignants, les manuels analogiques permettent plus d’utilisation de stratégies interactives comme le soulignement et la compréhension contextuelle. Une conclusion de l’étude fondée sur les points de vue des enseignants est qu’une combinaison de manuels numériques et analogiques est préférable dans les contextes de compréhensions écrites.

Communicative Language Teaching (CLT) is regarded as an effective approach to teaching foreign languages because it focuses on students' engagement and communicative competence. In the realm of educational psychology, researchers have identified many teaching strategies that can have positive effects on students' motivation and engagement. Jones (2009, 2015) synthesized these strategies and created the MUSIC® Model of Motivation. MUSIC is an acronym for the strategies related to eMpowerment, Usefulness, Success, Interest and Caring. The MUSIC model can be used to help instructors to redesign their instruction to motivate and engage their students in learning activities. The purpose of this research was to examine the effectiveness of incorporating the MUSIC model strategies into CLT classes at a university in China. I used a self-report survey comprised of seven subscales (representing five motivation-related variables and two engagement variables) to collect data on students' course perceptions and their engagement in a college English class. The participants were first year college students at a university in central China (n = 259). Independent samples t-tests, regression, and correlation were used to answer the following two research questions: 1. Is there a difference in students' motivation and achievement in traditional lecture classes versus CLT classes that incorporate MUSIC model strategies? 2. To what extent do students' MUSIC model perceptions relate to their engagement and achievement? The results indicated that there was a significant difference between the traditional lecture class and the CLT classes incorporating MUSIC model strategies. Students in CLT classes perceived more control in the class, found the course to be more useful, were more interested, and perceived more caring from their teacher. As a result, students in CLT classes put forth more effort and achieved higher scores on a standardized English test. In addition, the results revealed that students' MUSIC model perceptions predicted their engagement both in CLT classes and the traditional classes. However, the results showed that the MUSIC model components did not significantly predict student achievement. These findings suggest that the MUSIC model and the MUSIC Inventory are ideal tools for Chinese college English teachers to use when they design instruction. / Ph. D.

Det här examensarbetet utformas inom TBLT forskningsområdet, dvs. uppgiftsbaserad språkundervisning (Task-based Language Teaching) och utvecklingen av inlärares skriftliga målspråksperformans. TBLT-forskning har bevisat att kognitiv uppgiftskomplexitet manipulation har en tydlig påverkan på inlärares produktions. Detta visas i specifika aspekter i målspråksproduktionen. TBLT-forskning präglas dock av motstridiga studieresultat när det gäller hur den kognitiva manipulationen påverkar lingvistiska dimensioner. I syfte att undersöka effekten av uppgiftskomplexitets manipulation, presenteras detta examensarbete med empiriskt fokus på de lingvistiska dimensionerna korrekthet, komplexitet och flyt (CAF dimensions) i skolelevers skriftliga produktioner. Dessutom undersöker examensarbetet hur elevernas språkliga kompentens ytterligare kan påverka effekten av manipulationen. Examensarbetets bakgrund, diskussion och slutsats grundas på två teoretiska modeller, Cognition Hypothesis (Robinson, 2003, 2005, 2007) och Trade-off Hypothesis (Skehan, 1998, 2015). Dessa förklarar manipulationseffekten i uppgiftskomplexitet på olika och kontrasterande sätt. I detta examensarbete undersöks 72 svenska gymnasieelevers skriftliga produktioner i engelska genom två versioner (enkel vs. komplex) av en argumenterande uppgift. Resultaten visar att den komplexa versionen bara har få skillnader och inom dessa visas en större effekt i lexikalisk komplexitet. Manipulationen av uppgiftskomplexitet visar ytterligare större effekt bland elever med högre språklig kompetensnivå. Sådana resultat innefattar betydelsefulla pedagogiska tillämpningar för klassrummets praktik, för uppgiftsutformning och val, samt för lärares arbete.

English language textbooks in Swedish upper secondary education play a significant role in students' perception of culture. The cultural representation within these textbooks is vital to analyze due to the Swedish National Agency for Education (2022a, 2022b)guidelines regarding students' exposure to the English-speaking world. The study aimed to analyze how two Swedish ELT (English Language Teaching) textbooks present cultural representations in accordance with Kachru’s (1992) Concentric Three-Circle Model. The study also aimed to investigate Swedish students’ multicultural exposure to English-speaking countries through ELT textbooks. The study primarily implements a qualitative research methodology through document analysis of two Swedish ELTtextbooks for upper secondary school; however, the study also contains a quantitative aspect to clarify the cultural representations found in the textbooks per Kachru’s (1992)framework. Moreover, the study employs Critical Discourse Analysis (CDA) to analyze power relations embedded in the language and cultural representations found in two textbooks. The textbooks include examples from all circles of Kachru’s (1992)model but focus heavily on Inner Circle countries. Both textbooks provide insight into multicultural understanding and provide cultural norms, some of which are being challenged and problematized. The study's findings indicate a cultural bias and power imbalance in the cultural representations of the ELT textbooks, as the Inner Circle countries are presented as superior and normative. In contrast, the Outer- and Expanding Circle countries are marginalized despite being represented with a degree of critical cultural reflection. Further research could explore students' attitudes when working with other aspects, such as gender representation.

Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction.

Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction.

<p>The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.</p><p>I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.</p><p>My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.</p>

Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2018-12-07T12:49:36Z No. of bitstreams: 2 DIS Alessandro Mattos 2018.pdf: 1338579 bytes, checksum: a62fe58eef9b40c8d92f4fdc762962bd (MD5) Produto Pedagógico_Alessandro Mattos.pdf: 1353886 bytes, checksum: 6c3b328c2e8ac613359def56f5f7e5c9 (MD5) / Approved for entry into archive by Dayse Pestana (dayse.pestana@unipampa.edu.br) on 2018-12-07T13:44:28Z (GMT) No. of bitstreams: 2 DIS Alessandro Mattos 2018.pdf: 1338579 bytes, checksum: a62fe58eef9b40c8d92f4fdc762962bd (MD5) Produto Pedagógico_Alessandro Mattos.pdf: 1353886 bytes, checksum: 6c3b328c2e8ac613359def56f5f7e5c9 (MD5) / Made available in DSpace on 2018-12-07T13:44:28Z (GMT). No. of bitstreams: 2 DIS Alessandro Mattos 2018.pdf: 1338579 bytes, checksum: a62fe58eef9b40c8d92f4fdc762962bd (MD5) Produto Pedagógico_Alessandro Mattos.pdf: 1353886 bytes, checksum: 6c3b328c2e8ac613359def56f5f7e5c9 (MD5) Previous issue date: 2018-06-25 / Este trabalho objetivou analisar o processo de experimentação de um Material Didático Autoral (expressão que refere-se ao processo de experienciação da Unidade Didática) junto a estudantes de ensino fundamental no âmbito de uma região de fronteira uruguaio-brasileira. A referida Unidade centraliza-se no gênero afro-uruguaio Candombe, a partir do conceito de Letramento Literomusical e do entendimento de práticas musicais como possibilidade de imersão cultural potente nos aprendizados de línguas. A unidade temática foi planejada para nove períodos de quarenta e cinco minutos e experienciada entre os meses de junho e outubro de 2017. Para esta proposta, a pesquisa-ação delineou metodologicamente a análise, tendo como contexto de intervenção uma turma de trinta alunos de oitavo ano de uma Escola Pública Municipal de Bagé-RS/Brasil. Percebeu-se que as vivências oportunizadas pelas atividades literomusicais, serviram para acessar a perspectiva da relação entre as competências individuais e coletivas na compreensão dos discursos mediados por canções em seus contextos de circulação. Com as atividades práticas e as interlocuções acontecendo em Língua Espanhola, trabalhou-se as competências e habilidades dos aprendizes de línguas de uma maneira fluida, tendo como consequência destas vivências a produção de uma letra autoral da turma para um tema instrumental do gênero Candombe. A partir do envolvimento estimulado pelas narrativas, e instigados pelos desafios de produção literomusical, observou-se um profícuo engajamento às propostas da unidade didática. A abordagem do material didático autoral sugere a viabilidade da potencialização do emprego da Língua Espanhola em contextos que se identifiquem com a proposta. A partir da pesquisa pôde-se perceber pedagogicamente como estudar/experienciar um gênero musical é, também, estudar/experienciar um ambiente cultural. Neste caso, sendo a canção uma das formas expressivas no ambiente cultural do Candombe, consequentemente foi estudada/experienciada a Língua na qual ela se expressa. / This thesis aims to analyze an original course material through the experiences among elementary school students from Southern Brazil, specifically froman Uruguayan-Brazilian border. The material unit centralizes the Afro-Uruguayan Candombe from the “literomusical literacy” concept and from the understanding of musical practice as a powerful cultural immersion possibility when it comes to language learning. It was all planned to work in nine periods of forty-five minutes each, and experienced between June and October, 2017. The action research was the methodologic approach for these purposes, involving the participation of a class of thirty students of the eighth year in a Municipal Public School in the city of Bagé-RS/Brazil. All the experiences derived from the literomusical literacy perspective paved the way to access the relation between the individual and group competences of the students on discourse comprehension mediated by music in their context readings. Along the practical activities and the interaction played in the Spanish language, the students’ language competences and abilities were studied in an easy manner, having as a consequence of such experiences the composition of an original lyric to an instrumental Candombe theme song. From the engagement stimulated by the narratives and provoked by the literomusical production challenges, a rewarding student engagement has been noticed towards the didactic unit. The course material approach suggests that it is feasible to maximize the use of the Spanish language several sorts of classrooms that that can be related to the concerned proposal. This is said because studying/experiencing a musical genre is, also, studying/experiencing a cultural environment. Therefore, being music significant in the cultural environment of the Candombe, consequently the language in which this rhythm is originally expressed was studied/experienced at the same time.