Case study examines speaking development in students using two instructional techniques, highlighting implications for teaching.
This semester project is an examination of students' development of their monologue speeches and their perceptions of two types of pedagogical intervention: teacher-model input and peercheck activities.This case study focuses on two students to understand students' speaking development over 11 weeks.Students' monologue speeches during the 3/2/1 tasks were analyzed qualitatively.Questionnaires were also analyzed to explore how the students perceived formfocused intervention and their speaking development.Implications of form-focused instruction in Communicative Language Teaching (CLT) will be discussed.
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Ogawa Chie (2017) studied this question.
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