The Benefits of Reflective Practice using Speaking Tasks in Teaching Spanish for the Professionals Pardo-Ballester, Cristina Pardo-Ballester, Cristina
dc.contributor.department World Languages and Cultures 2020-04-21T15:53:02.000 2020-06-30T05:46:14Z 2020-06-30T05:46:14Z Tue Jan 01 00:00:00 UTC 2019 2020-04-21 2019-11-13
dc.description.abstract <p>This mixed-method research study examines the speaking proficiency of Spanish learners with the Virtual Oral Interview Classroom-based Exam (VOICES), a free oral assessment tool for students and teachers, and the American Council Teaching Foreign Languages (ACTFL) Oral Proficiency Interview (OPI) for assessing their oral ability. Students’ oral proficiency was assessed at the beginning and end of the semester via the OPI, and oral performance was assessed during the middle and at the end of the semester with VOICES. During the semester, learners practiced with structured and communicative output activities with the purpose of developing communicative competence. Using active learning as a pedagogical approach and reflective practice based on Schön’s principles (1987), Spanish instruction was focused on conscious awareness, scaffolding, autonomous and meaningful communication as a way to improve the performance of oral tasks. The study employs the convergent design (Creswell & Plano Clark, 2011) that entails the collection of qualitative and quantitative data sets to provide a better understanding of the best practices for teaching and assessing speaking. Participants in this study were 13 undergraduate students at a large public university in the Midwest of the United States and one instructor. They were enrolled in an intermediate Spanish conversation course designed for professionals. The use of active learning and reflective practice contributed positively to building a comfortable and engaging learning environment.</p>
dc.description.comments <p>This proceedings is published as Pardo-Ballester, C., The Benefits of Reflective Practice using Speaking Tasks in Teaching Spanish for the Professionals., 12th annual International Conference of Education, Research and Innovation. November 13, 2019; 3507-3516. Doi: <a target="_blank">10.21125/iceri.2019.0903</a>. Posted with permission. </p>
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dc.identifier archive/
dc.identifier.articleid 1013
dc.identifier.contextkey 17475516
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath language_conf/14
dc.language.iso en
dc.source.bitstream archive/|||Fri Jan 14 20:11:19 UTC 2022
dc.source.bitstream archive/|||Fri Jan 14 20:11:21 UTC 2022
dc.source.uri 10.21125/iceri.2019.0903
dc.subject.disciplines Bilingual, Multilingual, and Multicultural Education
dc.subject.disciplines Latin American Literature
dc.subject.disciplines Spanish and Portuguese Language and Literature
dc.subject.disciplines Vocational Education
dc.subject.keywords Active learning in Spanish
dc.subject.keywords students' reflective practice
dc.subject.keywords speaking performance
dc.subject.keywords speaking proficiency
dc.title The Benefits of Reflective Practice using Speaking Tasks in Teaching Spanish for the Professionals
dc.type article
dc.type.genre conference
dspace.entity.type Publication
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relation.isOrgUnitOfPublication 4e087c74-bc10-4dbe-8ba0-d49bd574c6cc
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