Title
Designing a digital pedagogical pattern for improving foreign language learners' oral proficiency
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Faculty of Arts. Linguistics and Literature
Publication type
article
Publication
Potchefstroom ,
Subject
Linguistics
Literature
Source (journal)
Literator / Potchefstroomse Universiteit vir Christelike Hoer Onderwys. Vakgroep Tale. - Potchefstroom
Volume/pages
37(2016) :2 , 9 p.
ISSN
0258-2279
Article Reference
a1273
ISI
000384213300001
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
South African undergraduate foreign language students need more opportunity to practise their oral language skills. Not only do appeals to focus more on oral productive skills feature in scholarly literature (Delena-le Roux 2010), it is also one of the main conclusions from a survey among beginner students of French at the Potchefstroom Campus of North-West University (South Africa). It was therefore necessary to design a teaching and learning intervention, specifically aimed at improving beginner students oral communication skills in French. Laurillards (2012) Conversational Framework inspired the design of a digital pedagogical pattern (DPP), consisting of context and pedagogy descriptors for the development of foreign language learners oral communication skills. The Conversational Framework analyses formal learning and challenges the use of new technologies in learning. The implementation process of a DPP for the development of students (French) oral skills involved three cycles, each with specific outcomes and three groups of participants: the control group and two experimental groups. Field-testing the proposed DPP provided important insights which should be integrated in the design of subsequent digital pedagogical patterns in the specific context: limiting the participant groups to two; decreasing the number of interventions to be implemented in the limited teaching time of a semester; ensuring that each step adheres to the requirements of the Conversational Framework. Student results from the learning interventions in future studies should reveal which intervention better promotes oral communication skills.
Full text (open access)
https://repository.uantwerpen.be/docman/irua/2459c6/135525.pdf
E-info
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