I think I should be more fluent

in English after so many years

learning it at school. (G.A., 15)

I get nervous when I have to

give a presentation or

speak in public. (C.H., 16)

What if I mix up verb tenses,

mispronounce words or say something

that doesn’t make sense? (N.W., 16)

I’m afraid students don’t reach the

aims set by the curriculum regarding

speaking. It’s difficult as there are

too many students per class. (A.C., 46)

Speaking isn’t my priority.

The fact that external assessment

doesn’t test it affects the importance

I give to it. (M.B., 35)

I usually focus more on grammar

to build up my students’ confidence

before they get to speak. (M.H., 54)

RESEARCH AIMS

* * *

1. Questionnaire 2. Classroom observation 3. Speaking test

Developing speaking skills effectively A research project on EFL teaching practices in Balearic secondary schools

STUDENTS SAY... TEACHERS SAY...

Determine 4th ESO students’ level of speaking performance (production and interaction)

Identify what teaching practices are connected with the development of speaking skills

Establish correspondence between CEFR levels and the Balearic Foreign Language curriculum

WHO?

HOW?

WHY?

- 4th ESO students

- Design, piloting and administration of a curriculum-based proficiency speaking test - including a background questionnaire

- Analysis of test results

- Determine level of student performance in speaking (production and interaction)

- Analyse relationship between test results and Stage 2 conclusions

WHO?

HOW?

WHY?

- English teachers

- Design and piloting of

questionnaire

- Collection and analysis of data

- Collect objective data

on learning contexts

- Identify teachers’ views on their own teaching practices and their students’ level

HOW?

WHY?

- Design and piloting of observation tools

- Training in observation techniques

- Collection and analysis of observational outcome

- Give insight into the reality of learning environments

- Pinpoint observed teaching practices aiming to achieve curriculum aims regarding speaking

- Analyse correspondence between observational outcome and Stage 1 conclusions

LOOKING FORWARD

Based on research outcomes, do teaching practices need to be revised?

Further steps for knowledge transfer - teacher training, dissemination of conclusions among teachers and educational researchers, institutional consulting * *