Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Daily 6: An Approach to Foster Oral Fluency of English as a Foreign Language in Adolescents
Daily 6: un enfoque para fomentar la fluidez oral en inglés como lengua extranjera en adolescentes
DOI:
https://doi.org/10.15446/profile.v21n2.71364Keywords:
Affective domain, Daily 5, oral fluency, teaching adolescents, VoiceThread™ (en)Daily 5, dominio afectivo, enseñanza a adolescentes, fluidez, producción oral, VoiceThread™ (es)
This action research study aimed to examine the possible impact of the Daily 6 approach on the oral fluency in English of 13 adolescents. This approach (extension of the existing Daily 5™ framework) introduced a sixth step, “speak to someone”, to respond to the lack of oral fluency limiting participants’ overall speaking performance in English as a foreign language. Data were gathered through surveys, diagnostic and achievement tests, and recordings using VoiceThread™. The coding and a small sample hypothesis test for means analysis unveiled the significance of the Daily 6 approach to enhance oral fluency through technology. Results displayed gains in oral fluency (length of runs, silent pauses, length of pauses, filled pauses, and pace) and positive changes in attitudinal responses within a low-anxiety environment.
El presente estudio de investigación acción tuvo como objetivo examinar el posible impacto del enfoque the Daily 6 en la fluidez en inglés de 13 estudiantes adolescentes. Este enfoque (extensión del marco actual de Daily 5™) introdujo un sexto paso, “¡Habla con alguien!”, para dar respuesta a la falta de fluidez verbal que limitaba el rendimiento general de los participantes en expresión oral en inglés. Los datos se recopilaron mediante encuestas, diagnósticos, pruebas de rendimiento y grabaciones utilizando VoiceThread™. El análisis de codificación y una prueba de hipótesis de muestra reveló la importancia del enfoque the Daily 6 para aumentar la fluidez a través de la tecnología. Los resultados mostraron mejoras en fluidez (duración de intervenciones, pausas silenciosas, duración de pausas, muletillas por minuto e intervalo de acentuación) y cambios positivos en las respuestas actitudinales dentro de un entorno de baja ansiedad.
References
Alam, Q., & Uddin, A. B. (2013). Improving oral communications skills of Pakistani Public schools’ students. International Journal of English Language Teaching, 1(2), 17-32.
Bailey, K. M. (2005). Practical English language teaching: Speaking. New York, US: McGraw-Hill.
Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550. https://doi.org/10.1558/cj.v23i3.533-550.
Boushey, G., & Moser, J. (2014). The daily 5: Fostering literacy in the elementary grades (2nd ed.). Portland, US: Stenhouse Publishers.
Brown, J. D. (2003, May). Promoting fluency in EFL classrooms. Paper presented at the 2nd Annual JALT Pan-SIG Conference, Tokyo, Japan.
Burns, A. C. (2010). Doing action research in English language teaching: A guide for practitioners. New York, US: Routledge.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, US: Sage Publications. https://doi.org/10.4135/9781452230153.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, US: Pearson.
De Jong, N. H., Groenhout, R., Schoonen, R., & Hulstijn, J. H. (2015). Second language fluency: Speaking style or proficiency? Correcting measures of second language fluency for first language behaviour. Applied Psycholinguistics, 36(2), 223-243. https://doi.org/10.1017/S0142716413000210.
De Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533-568. https://doi.org/10.1111/j.1467-9922.2010.00620.x.
Duque, A. (2014). Young adult learners’ self-assessment of their own vocabulary: How does it influence their oral fluency? (Unpublished master’s thesis). Universidad de la Sabana, Chía, Colombia.
Fillmore, C. J. (1979). On fluency. In C. J. Fillmore, D. Kempler, & W. S.-Y. Wang (Eds.), Individual differences in language ability and language behaviour (pp. 85-102). New York, US: Academic Press. https://doi.org/10.1016/B978-0-12-255950-1.50012-3.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, US: Aldine Publishing Company.
Graham, C. R. (2004). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco, US: Pfeiffer Publishing.
Gutiérrez, D. (2005). Developing oral skills through communicative and interactive tasks. Profile: Issues in Teachers’ Professional Development, 6(1), 83-96.
Jaramillo Chérrez, N. V. (2007). A case study of the impact and usefulness of synchronous voice chat to improve EFL learners’ spoken production (Master’s thesis). Iowa State University, Ames, USA. https://doi.org/10.31274/rtd-180813-16171.
Jepson, K. (2005). Conversations—and negotiated interaction—in text and voice chat rooms. Language Learning & Technology, 9(3), 79-98.
Johnson, R. B. (1997). Examining the validity structure of qualitative research. Education, 118(3), 282-292.
Kormos, J., & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164. https://doi.org/10.1016/j.system.2004.01.001.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2.
Lane, K. (2001, November). Promoting posters. Paper presented at the JALT 2001 Conference, Tokyo, Japan.
LaShomb, J. (2011). The effects of the daily five, developed by Gail Boushey & Joan Moser, on classroom literacy instruction (Master’s thesis). State University of New York College at Brockport, USA.
Lennon, P. (2000). The lexical element in spoken second language fluency. In H. Riggenbach (Ed.). Perspectives on fluency (pp. 25-42). Ann Arbor, US: The University of Michigan Press.
McDougald, J. S. (2013). The use of new technologies among in-service Colombian ELT teachers. Colombian Applied Linguistics Journal, 15(2). https://doi.org/10.14483/udistrital.jour.calj.2013.2.a07.
Mir, M. (2006). Idea: Using “oral journals” to develop speaking fluency, self-confidence and much more! Hispania, 89(3), 559-561. http://doi.org/10.2307/20063360.
Montilla, L., Ospina, M., & Pineda, L. (2016). Audioblogs: Key tool to lower anxiety in oral fluency (Unpublished master’s thesis). Universidad de la Sabana, Chía, Colombia.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale, US: Southern Illinois University Press.
Oliver, M., & Trigwell, K. (2005). Can ‘‘blended learning’’ be redeemed? E-learning and Digital Media, 2(1), 17-26. https://doi.org/10.2304/elea.2005.2.1.17.
Sapsford, R., & Jupp, V. (Eds.). (2006). Data collection and analysis (2nd ed.). Thousand Oaks, US: Sage Publications. https://doi.org/10.4135/9781849208802.
Sharma, P. (2010). Key concepts in ELT: Blended learning. ELT Journal, 64(4), 456-458. https://doi.org/10.1093/elt/ccq043.
Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51-54. Retrieved from http://asianvu.com/digital-library/elearning/blended-learning-by_Singh.pdf.
Suarez Rodriguez, L. M., Mena Becerra, D. L., & Chaparro Escobar, A. M. (2015). Collaborative learning: A strategy to promote speaking skills in A1 students from two Colombian public schools (Unpublished master’s thesis). Universidad de La Sabana, Chía, Colombia.
Tanner, P., & Chapman, J. (2012). Poster presentations speak for themselves. The Language Teacher, 36(3), 15-20.
Thornbury, S. (2009). How to teach speaking. London, UK: Longman.
Towell, R., Hawkins, R., & Bazergui, N. (1996). The development of fluency in advanced learners of French. Applied Linguistics, 17, 84-119. https://doi.org/10.1093/applin/17.1.84.
University of Cambridge. (2010). Cambridge Preliminary English test 6 with answers: Examination papers from University of Cambridge ESOL examinations. Cambridge, UK: Cambridge University Press.
Usma, D. A. (2015). L2 spoken fluency through interactional tasks (Unpublished master’s thesis). Universidad de la Sabana, Chía, Colombia.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Angela Patricia Velásquez-Hoyos. (2021). Theme-Based Teaching to Promote Oral Fluency in a University in Colombia. HOW, 28(2), p.97. https://doi.org/10.19183/how.28.2.555.
2. Jean Kaya, Alba del Carmen Olaya León, Pedro Felipe Ortega Prieto, Catalina Toro Mejía . (2025). Language Pedagogies in Colombian English Classrooms: A Systematic Review of Literature from Colombian Journals. Enunciación, 30(2), p.245. https://doi.org/10.14483/22486798.23312.
3. Ayşe MERZİFONLUOĞLU, Ayşegül TAKKAÇ TULGAR. (2023). The Effect of Technology-Supported Language Learning on Communication Competencies. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(3), p.524. https://doi.org/10.17556/erziefd.1334195.
4. Andrés Mauricio Potes-Morales. (2025). Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia. Revista UNIMAR, 43(2), p.121. https://doi.org/10.31948/ru.v43i2.4709.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2019 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
