Published

2016-01-01

Strategies Instruction to Improve the Preparation for English Oral Exams

Instrucción en estrategias para mejorar la preparación para las pruebas orales en inglés

DOI:

https://doi.org/10.15446/profile.v18n1.49592

Keywords:

Language learning strategies, oral assessment, preparation for oral exams, rubrics, strategies instruction (en)
estrategias de aprendizaje en lenguas, evaluación oral, instrucción en estrategias, preparación para pruebas orales, rúbricas (es)

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Authors

  • José Vicente Abad Fundación Universitaria Luis Amigó
  • Paula Andrea Alzate Fundación Universitaria Luis Amigó

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.

En este artículo presentamos los resultados de una investigación inter-institucional que evaluó el impacto de la instrucción en estrategias en la preparación para pruebas orales. Dos docentes-investigadores de diferentes universidades capacitaron a 26 estudiantes de nivel B1 en el uso de estrategias de aprendizaje. El estudio incluyó la administración de pruebas antes y después de la intervención y de cuestionarios después de cada prueba. Los datos nos permitieron llegar a dos conclusiones: primero, la instrucción en estrategias, especialmente en combinación con el uso de rúbricas, promueve la autonomía y mejora el desempeño en pruebas orales. Segundo, el uso de estrategias está influenciado por variaciones en la instrucción asociadas a la importancia relativa que cada maestro asigna a aspectos específicos de la comunicación hablada.

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Abad, J. V., & Alzate, P. A. (2016). Strategies Instruction to Improve the Preparation for English Oral Exams. Profile: Issues in Teachers’ Professional Development, 18(1), 129-147. https://doi.org/10.15446/profile.v18n1.49592

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