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Mediating Language Fluency Development: An Action Research Study in a High-School Chinese Classroom

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Publicado en:Theory and Practice in Language Studies vol. 15, no. 1 (Jan 2025), p. 1
Autor principal: Liang, Jing
Otros Autores: Apedoe, Xornam
Publicado:
Academy Publication Co., Ltd.
Materias:
Teaching
Action research
Students
Fluency
School environment
Cognitive development
Research design
Mediation
Educational activities
Teachers
Classrooms
Pauses
Task-based language teaching
Learning
Chinese languages
Second language instruction
Chinese as a second language
Second language learning
Secondary education
Intervention
Cognition
Meditation
Language acquisition
Tests
Mediated learning
Language
Task Analysis
Teacher Role
Stimuli
Literature Reviews
Guidance
Child Role
Teaching Methods
Piagetian Theory
Language Teachers
Learning Theories
Learning Experience
Mediation Theory
Individualized Instruction
Language Fluency
Student Improvement
Intention
Child Development
Advanced Placement
Educational Environment
Learner Engagement
Sharing Behavior
Behavior Theories
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Resumen:Fluency development is critical in language learning; however, the teacher's role as a mediator in a learner's fluency development has been rarely explored in constructive learning classrooms. Under the guidance of Mediated Learning Experience (MLE) theory, this study investigated the extent to which teacher-implemented mediation aided learners' cognitive and utterance fluency development in one Advanced Placement (AP) Chinese high-school task-based language teaching (TBLT) classroom. MLE theory, developed by psychologist Reuven Feuerstein, provided a mediation framework for this study. The design of this action research followed the test-intervention-test procedure and collected pre- and post-test speaking samples from 21 participants. To investigate the effectiveness of the mediation, three utterance fluency variables that correlate to cognitive fluency development were measured: the number of silent pauses, the number of self-corrections, and mean syllable duration (MSD). The pre- and post-test data showed that both the number of silent pauses and MSD statistically significantly decreased on the posttests, which suggests that the meditation intervention improved learners' utterance and cognitive fluency. Although the decrease in the number of self-corrections on the posttest was not statistically significant in this study, this finding suggests that self-correction is a variable that may require a much longer time to change.
ISSN:1799-2591
2053-0692
DOI:10.17507/Tpls.1501.01
Fuente:Education Database