Effects of Free-talking Sessions on EFL University Students’ Attitudes and Speaking Progress
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The present study explored the effects of free-talking sessions (FTSs) in an English Café on Korean university students’ reflective progress and affective attitudes toward English speaking. Participants were four groups of two to three students who took Practical English II, a required freshman English conversation class once a week in the fall of 2015. Data consisted of open-ended questionnaires, interviews, free-talking activity logs and self-reports from nine students, a questionnaire survey and direct one-on-one interviews with six international professors (IPs) who participated in FTSs. To identify the impact of a Korean professor (KP)’s teaching methodology, the researcher utilized three speaking enhancement techniques in regular classes. Qualitative case study methodology was utilized. The findings suggest that the KP’s and IPs’ Positive Feedback Loop teaching methodology had a positive influence on improving students’ basic speaking progress, empowering students’ self-assessed attitudes towards English speaking and reducing their speaking anxiety, expressing appreciation for their involvement, building their gradual confidence and facilitating a high willingness to communicate in FTSs. IPs demonstrated some different applicable activities and suggestions in FTSs for more efficient administration, preferred semi-structured FTSs and proper time-management.
Abstract
The present study explored the effects of free-talking sessions (FTSs) in an English Café on Korean university students’ reflective progress and affective attitudes toward English speaking. Participants were four groups of two to three students who took Practical English II, a required freshman English conversation class once a week in the fall of 2015. Data consisted of open-ended questionnaires, interviews, free-talking activity logs and self-reports from nine students, a questionnaire survey and direct one-on-one interviews with six international professors (IPs) who participated in FTSs. To identify the impact of a Korean professor (KP)’s teaching methodology, the researcher utilized three speaking enhancement techniques in regular classes. Qualitative case study methodology was utilized. The findings suggest that the KP’s and IPs’ Positive Feedback Loop teaching methodology had a positive influence on improving students’ basic speaking progress, empowering students’ self-assessed attitudes towards English speaking and reducing their speaking anxiety, expressing appreciation for their involvement, building their gradual confidence and facilitating a high willingness to communicate in FTSs. IPs demonstrated some different applicable activities and suggestions in FTSs for more efficient administration, preferred semi-structured FTSs and proper time-management.
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