Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam.
Research on pre-task planning has shown that planning has beneficial effects on learners' subsequent language output. However, to date most of this research has focused on solitary rather than group planning. Furthermore, very few studies have investigated what actually happens during the planning t...
| Publicado en: | RELC Journal Vol. 38; no. 1; pp. 104 - 125 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications, Ltd.
Apr2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=26425508&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 26425508 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00336882 5NY jtl: RELC Journal issn: 00336882 maglogo: Y pubinfo: dt: Apr2007 vid: 38 iid: 1 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 26425508 10.1177/0033688206076162 ppf: 104 ppct: 21 formats: fmt: @attributes: type: P size: 998KB tig: atl: Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam. aug: au: Truong Anh Tuan Neomy, Storch affil: The University of Melbourne, Australia su: Group work in education Language ability testing English as a foreign language Teachers Vietnam sug: subj: Vietnam Group work in education Language ability testing English as a foreign language Teachers keyword: Group work idea units language related episodes oral presentations pre-task planning ab: Research on pre-task planning has shown that planning has beneficial effects on learners' subsequent language output. However, to date most of this research has focused on solitary rather than group planning. Furthermore, very few studies have investigated what actually happens during the planning time. This study, conducted in an EFL class in Vietnam, investigated the nature and impact of group planning on learners' subsequent individual oral presentations. The learners (n=17) worked in small groups preparing for oral presentations. At the end of the planning session, two learners from each group were randomly selected to give presentations. All group work and individual presentations were audio recorded and teacher observation notes were collected. Transcribed oral data were coded for idea units and language related episodes as well as salient features of group interaction. The study found that group planning dealt with the content rather than the language of presentations. Using a matching procedure, the study found that most of the ideas presented were generated during the planning time. However, there were variations between the groups. The group that seemed to be the most interactive and that focused on both content and language was a group composed of mixed proficiency learners. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: RELC Journal holder: Sage Publications, Ltd. dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
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