Fostering Advanced English Oral Skills, Collaborative and Autonomous skills in Student-Teachers through an Online Peer Project

This action research qualitative study unfolds the findings emerged on an online peer project targeting advanced English oral skills as well as collaboration and autonomy in a group of student-teachers at a Colombian University EFL programme. Data collection instruments included an online diagnosis,...

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Bibliographic Details
Published in:Encuentros (Barranquilla, Colombia) Colombia), 2021-01, Vol.19 (1)
Main Authors: Pérez Gómez, Francisco Antonio, Jairo Hernán Velandia Galeano, Adolfo Camilo Gómez Márquez
Format: Article
Language:English
Subjects:
Action research
Collaboration
College students
Data collection
English as a second language instruction
Feedback
Fluency
Linguistic competence
Metacognition
Pragmatics
Pronunciation
Qualitative research
Second language teachers
Spoken language
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Summary:This action research qualitative study unfolds the findings emerged on an online peer project targeting advanced English oral skills as well as collaboration and autonomy in a group of student-teachers at a Colombian University EFL programme. Data collection instruments included an online diagnosis, online weekly samples and feedback, follow-up surveys and final report. Findings revealed there was some significant development of oral skills in linguistic competence (pronunciation and lexicon), pragmatic competence, and fluency. Discursive and social competences improved as well. Collaborative work had a direct incidence over the progress learners made orally. Peer feedback facilitated metacognitive development: students gained awareness of own and peer´s mistakes, repaired them appropriately, and performed as feedback providers. Autonomous skills were connected to commitment, decision-making, and accountability.
ISSN:1692-5858
2216-135X
DOI:10.15665/encuen.v19i01.2442