Effects of a Google Classroom-based speaking programme on developing connected speech skills in EFL college students | ||||
| BSU-Journal of Pedagogy and Curriculum | ||||
| Volume 3, Issue 5, January 2024, Page 1-30 PDF (750.56 K) | ||||
| Document Type: Original Research | ||||
| DOI: 10.21608/bsujpc.2024.239176.1035 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Mohamed Mekheimer
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| Department of Curriculum and Instruction Faculty of Education Beni Suef University | ||||
| Abstract | ||||
| There is a heightened need for efficient language instruction in computer-assisted language learning (CALL) settings, given the changes in educational settings. Online classrooms, which rely solely on digital platforms, pose challenges to teaching oral proficiency in foreign languages, particularly English. This study, using a mixed-methods approach, aimed to investigate how the Read, Reflect, Design, and Develop (R2D2) ID model combined teaching and learning activities for speaking on students' speaking skills, learning experiences, and ideas about speaking in English. The study found the intervention had a positive impact on the participants' (N = 25) skills in phonological, linguistic, paralinguistic, and thinking skills. These findings suggest that the programme has an overall positive impact on the development of connected speech skills. Findings also showed that students achieved course learning objectives in speaking proficiency, demonstrating an upper-intermediate level of proficiency. The study also highlighted the use of technology in teaching spoken communication, including Telegram conferencing and Google Video Meet. Students expressed contentment with the diverse range of speaking opportunities and used field notes to document observations and interactions. | ||||
| Keywords | ||||
| connected speech; R2D2 ID model; CALL; asynchronous online learning | ||||
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