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The Effects of Explicit Form-Focused Instruction on L2 Oral Proficiency Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Explicit Form-Focused Instruction on L2 Oral Proficiency Development./
Author:	Lee, Shzh-chen Nancy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	343 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
Contained By:	Dissertations Abstracts International81-08A.
Subject:	English as a second language--ESL. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27665511
ISBN:	9781392592465

The Effects of Explicit Form-Focused Instruction on L2 Oral Proficiency Development.
Lee, Shzh-chen Nancy.

The Effects of Explicit Form-Focused Instruction on L2 Oral Proficiency Development. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 343 p.

Source: Dissertations Abstracts International, Volume: 81-08, Section: A.

Thesis (Ph.D.)--Temple University, 2019.

This item must not be sold to any third party vendors.

This study was an examination of the effects of explicit form-focused instruction on the English development of Japanese university students during a seven-week intervention. Speaking proficiency development is a continuous challenge for most EFL learners who have limited exposure to the target language outside the classroom. Within the communicative language teaching paradigm, task-based language learning (TBLT) has been considered an effective approach for developing students' speaking proficiency. However, while TBLT has been increasingly implemented in English language classrooms, investigations in which explicit form-focused instruction has been integrated into task based speaking tasks are limited.This longitudinal classroom-based study had five purposes. The first purpose was to examine the development of speaking proficiency in terms of syntactic complexity, syntactic accuracy, and oral fluency. The second purpose was to examine the development of speaking proficiency by comparing learners who received form-focused instruction with those who did not receive form-focused instruction by examining differences in their syntactic complexity, syntactic accuracy, and oral fluency development. The third purpose was to quantitatively and qualitatively examine the week-to-week trajectory of changes in speaking proficiency development. The fourth purpose was to examine learner affective variables. The final purpose was to examine the participants' perceptions concerning the development of speaking proficiency based on their self-assessments.The participants were 104 first-year students enrolled in a Japanese university. All of the participants narrated a different four-picture cartoon in English once a week for nine weeks. The participants were divided into one comparison group and two intervention groups: form-focused instruction (FFI) and form-focused instruction and peer feedback (FFI + PF). The form-focused instruction intervention included ten minutes of grammar instruction focused on three past tense forms: simple past, past continuous, and past perfect, as well as ten minutes of peer feedback. Between the pretest and posttest, the FFI and FFI + PF participants received seven weeks of instruction before their weekly cartoon narration. Participants in the comparison group did not receive any weekly interventions. The pretest and posttest narration data of all participants were transcribed and analyzed using six CAF measurements: mean length of T-unit, clause/T-unit ratio, percentage of error-free T-units, percentage of accurate past tense usage, speech rate, and self-repair. Moreover, the pretest and posttest narrations recorded by all of the participants were analytically rated by three raters. From the sample of 104 participants, nine participants (three representatives from each group) were chosen for a week-to-week trajectory analysis in which their six CAF performances were qualitatively and quantitatively analyzed. All of the participants completed two questionnaires after taking the pretest and posttest. I developed both questionnaires based on previous literature related to second language speaking proficiency development. The English Speaking Learner Affect Questionnaire was used to examine differences in participants' classroom English speaking anxiety, English speaking self-efficacy, and desire to speak English. The Self-Assessment of Speaking Task Questionnaire was used to examine changes in the participants' self-assessment of their own performances in terms of syntactic complexity, syntactic accuracy, and oral fluency.The results indicated that form-focused instruction was effective at improving the participants' global syntactic accuracy and their accurate use of the simple past tense. However, form-focused instruction did not lead to improvements in syntactic complexity or oral fluency. However, explicit form-focused instruction did not lead to detrimental effects on syntactic complexity or oral fluency; thus, form-focused instruction did not appear to stimulate trade-off effects between syntactic complexity, syntactic accuracy, and oral fluency. The analytical ratings provided by the raters indicated that form-focused instruction did not lead to significant improvements in terms of syntactic complexity, syntactic accuracy, or oral fluency.The results also indicated that the form-focused instruction intervention was effective at quickly improving syntactic accuracy because participants who received both form-focused instruction and peer feedback improved more quickly in the simple past compared to the participants who only received form-focused instruction. However, the participants who improved syntactic accuracy quickly might have experienced trade-offs with oral fluency ability, as improvements in speed fluency were not noted until their syntactic accuracy reached a ceiling effect where their global accuracy and accurate use of simple past tense stopped to improve.The results indicated that form-focused instruction did not influence classroom English speaking anxiety, as there was no significant difference seen between participants who received form-focused instruction and participants who did not. However, an excessive amount of form-focused instruction might have negative impacts on speaking anxiety because the participants who received both form-focused instruction and peer feedback showed an increase in their classroom English speaking anxiety. On the other hand, form-focused instruction had no impact on English speaking self-efficacy and it had positive effects on the desire to speak English because the participants who received both form-focused instruction and peer feedback exhibited a significant increase in their desire to speak English compared to the participants who did not receive form-focused instruction and the participants who received only form-focused instruction.Finally, based on the learners' self-assessment, form-focused instruction had no effects on speaking proficiency development as there was no difference in self-assessed syntactic complexity, syntactic accuracy, and oral fluency between the participants in the three groups. Participants who received form-focused instruction interventions did not assess themselves to having higher syntactic accuracy despite their improvements on the CAF measures.

ISBN: 9781392592465Subjects--Topical Terms:

3423990
English as a second language--ESL.
Subjects--Index Terms:

Form-focused instruction

The Effects of Explicit Form-Focused Instruction on L2 Oral Proficiency Development.
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300 $a 343 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
500 $a Advisor: Leeming, Paul.
502 $a Thesis (Ph.D.)--Temple University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This study was an examination of the effects of explicit form-focused instruction on the English development of Japanese university students during a seven-week intervention. Speaking proficiency development is a continuous challenge for most EFL learners who have limited exposure to the target language outside the classroom. Within the communicative language teaching paradigm, task-based language learning (TBLT) has been considered an effective approach for developing students' speaking proficiency. However, while TBLT has been increasingly implemented in English language classrooms, investigations in which explicit form-focused instruction has been integrated into task based speaking tasks are limited.This longitudinal classroom-based study had five purposes. The first purpose was to examine the development of speaking proficiency in terms of syntactic complexity, syntactic accuracy, and oral fluency. The second purpose was to examine the development of speaking proficiency by comparing learners who received form-focused instruction with those who did not receive form-focused instruction by examining differences in their syntactic complexity, syntactic accuracy, and oral fluency development. The third purpose was to quantitatively and qualitatively examine the week-to-week trajectory of changes in speaking proficiency development. The fourth purpose was to examine learner affective variables. The final purpose was to examine the participants' perceptions concerning the development of speaking proficiency based on their self-assessments.The participants were 104 first-year students enrolled in a Japanese university. All of the participants narrated a different four-picture cartoon in English once a week for nine weeks. The participants were divided into one comparison group and two intervention groups: form-focused instruction (FFI) and form-focused instruction and peer feedback (FFI + PF). The form-focused instruction intervention included ten minutes of grammar instruction focused on three past tense forms: simple past, past continuous, and past perfect, as well as ten minutes of peer feedback. Between the pretest and posttest, the FFI and FFI + PF participants received seven weeks of instruction before their weekly cartoon narration. Participants in the comparison group did not receive any weekly interventions. The pretest and posttest narration data of all participants were transcribed and analyzed using six CAF measurements: mean length of T-unit, clause/T-unit ratio, percentage of error-free T-units, percentage of accurate past tense usage, speech rate, and self-repair. Moreover, the pretest and posttest narrations recorded by all of the participants were analytically rated by three raters. From the sample of 104 participants, nine participants (three representatives from each group) were chosen for a week-to-week trajectory analysis in which their six CAF performances were qualitatively and quantitatively analyzed. All of the participants completed two questionnaires after taking the pretest and posttest. I developed both questionnaires based on previous literature related to second language speaking proficiency development. The English Speaking Learner Affect Questionnaire was used to examine differences in participants' classroom English speaking anxiety, English speaking self-efficacy, and desire to speak English. The Self-Assessment of Speaking Task Questionnaire was used to examine changes in the participants' self-assessment of their own performances in terms of syntactic complexity, syntactic accuracy, and oral fluency.The results indicated that form-focused instruction was effective at improving the participants' global syntactic accuracy and their accurate use of the simple past tense. However, form-focused instruction did not lead to improvements in syntactic complexity or oral fluency. However, explicit form-focused instruction did not lead to detrimental effects on syntactic complexity or oral fluency; thus, form-focused instruction did not appear to stimulate trade-off effects between syntactic complexity, syntactic accuracy, and oral fluency. The analytical ratings provided by the raters indicated that form-focused instruction did not lead to significant improvements in terms of syntactic complexity, syntactic accuracy, or oral fluency.The results also indicated that the form-focused instruction intervention was effective at quickly improving syntactic accuracy because participants who received both form-focused instruction and peer feedback improved more quickly in the simple past compared to the participants who only received form-focused instruction. However, the participants who improved syntactic accuracy quickly might have experienced trade-offs with oral fluency ability, as improvements in speed fluency were not noted until their syntactic accuracy reached a ceiling effect where their global accuracy and accurate use of simple past tense stopped to improve.The results indicated that form-focused instruction did not influence classroom English speaking anxiety, as there was no significant difference seen between participants who received form-focused instruction and participants who did not. However, an excessive amount of form-focused instruction might have negative impacts on speaking anxiety because the participants who received both form-focused instruction and peer feedback showed an increase in their classroom English speaking anxiety. On the other hand, form-focused instruction had no impact on English speaking self-efficacy and it had positive effects on the desire to speak English because the participants who received both form-focused instruction and peer feedback exhibited a significant increase in their desire to speak English compared to the participants who did not receive form-focused instruction and the participants who received only form-focused instruction.Finally, based on the learners' self-assessment, form-focused instruction had no effects on speaking proficiency development as there was no difference in self-assessed syntactic complexity, syntactic accuracy, and oral fluency between the participants in the three groups. Participants who received form-focused instruction interventions did not assess themselves to having higher syntactic accuracy despite their improvements on the CAF measures.
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710 2 $a Temple University. $b Teaching & Learning. $3 3181132
773 0 $t Dissertations Abstracts International $g 81-08A.
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791 $a Ph.D.
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793 $a English
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