The effects of academic oral presentations on EFL students’ oral communication strategy use: an intervention study

Erkan Yüce; Samantha Curle

The effects of academic oral presentations on EFL students’ oral communication strategy use: an intervention study

Yüce, Erkan ^[1] ; Curle, Samantha ^[2]
1. [1] Aksaray University
  
  Aksaray University
  
  Turquía
2. [2] University of Bath
  
  University of Bath
  
  Reino Unido
Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 43, 2025, págs. 59-74
Idioma: inglés
DOI: 10.30827/portalin.vi43.27846
Títulos paralelos:
- El efecto de las presentaciones orales académicas en el uso de la estrategia de comunicación oral de los estudiantes de inglés como lengua extranjera: un diseño de intervención
Enlaces
- Texto completo (pdf)
Resumen
- español
  : Este estudio investigó cómo las presentaciones orales académicas impactaron el uso de estrategias de comunicación oral por parte de los estudiantes turcos que aprenden inglés para superar las dificultades del habla. Se utilizó la escala "Estrategias para hacer frente a los problemas del habla" para medir la eficacia de una intervención de presentación oral. En este estudio participaron dos grupos de estudiantes de primer año: un grupo de intervención y un grupo de control. A ambos grupos se les dio una prueba previa. El grupo de intervención (n=35) realizó presentaciones orales académicas en inglés durante 30 minutos, mientras que el grupo de control (n=34) asistió a clases tradicionales durante 12 semanas. Después de la intervención, a ambos grupos se les realizó una prueba posterior. Los resultados mostraron que las presentaciones orales académicas tuvieron un impacto positivo en las estrategias de comunicación oral utilizadas por el grupo de intervención. Las estrategias empleadas se clasificaron en varios tipos: estrategias orientadas a la fluidez, estrategias orientadas a la precisión y estrategias no verbales. Además, el "uso total de estrategias" se refiere a la aplicación integrada de todas estas estrategias. Hubo una mejora significativa en la mayoría de las subdimensiones de la escala.
- English
  This study examined the effects of academic oral presentations on the oral communication strategies used by students to deal with speaking problems in their target language. The study took place in an English Language Teaching department in which students’ native language (L1) was Turkish and target language was English (L2). Two groups of first-year students were assigned to the intervention and control groups, and a pre-test was administered to both groups. The students in the intervention group conducted 20–30 minutes of academic oral presentations in the target language, while the control group participated in traditional classes led by the lecturer for 12 weeks. After the intervention, a post-test was administered to both groups. The results showed that academic oral presentations contributed to the students’ oral communication strategy use in terms of total strategy, fluency-oriented strategies, accuracy-oriented strategies, and nonverbal strategies while speaking in the intervention group. Furthermore, it was found that there was a significant increase in sub-dimensions except for message reduction and alteration strategies, message abandonment strategies, and strategies for attempting to think in English in the post-test results of the intervention group. No significant difference was observed between the pre-test and post-test results in the control group.
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