Impact of strategy instruction on Korean EFL students’ oral interaction: Proficiency and task type variables

다국어 초록 (Multilingual Abstract)

The purpose of this study was to test whether interaction strategy instruction is effective in enhancing the oral interaction of Korean EFL university students, focusing on proficiency and task type variables. A quasi-experimental study was conducted with 60 first-year students enrolled in a required English course, divided into experimental and control groups (30 students each). The experimental group received strategy training over three weeks during a 6-week experimental period. A pretest and posttest compared the frequencies of three interaction strategies before and after instruction. The results indicate that strategy instruction was most effective in enhancing strategy 2 (requesting and giving clarification), while strategy 1 (follow-up questions) was the most frequently used across all tasks, despite marginal improvement after instruction. Strategy 3 (repair)was the least utilized. Moreover, mixed proficiency groups showed the most significant increases in strategic interaction, particularly during information gap tasks, aligning with previous research. This study supports prior findings, demonstrating that strategy instruction can enhance strategic interaction in Korean EFL settings, especially in mixed proficiency groups and tasks requiring collaboration.

참고문헌 (Reference)

1 Sato, Y., "What type of knowledge does the TOEIC Bridge test measure" 5 : 1-16, 2021

2 Gan, Z., "Understanding L2 speaking problems : Implications for ESL curriculum development in a teacher training institution in Hong Kong" 37 (37): 43-59, 2012

3 Dörnyei, Z., "The interaction of linguistic and motivational variables in second language task performance" 21 (21): 443-471, 2000

4 Qiu, X., "The effects of task types on L2 oral production and learner engagement" 60 (60): 1063-1088, 2021

5 Plonsky, L., "The effectiveness of second language strategy instruction : A meta-analysis" 61 (61): 993-1038, 2011

6 Iwashita, N., "The effect of learner proficiency on interactional moves and modified output in nonnative–nonnative interaction in Japanese as a foreign language" 29 : 267-287, 2001

7 Keck, C., "Synthesizing research on language learning and teaching" John Benjamins 91-132, 2006

8 Cohen, "Statistical power analysis for the behavioral sciences" Lawrence Erlbaum Associates 1988

9 Martínez-Flor, A., "Speech act performance: Theoretical, empirical, and methodological issues" John Benjamins Publishing Company 2010

10 Swain, M., "Sociocultural theory and second language learning" Oxford University Press 97-114, 2000

11 Xu, J. F., "Small-group interaction strategy training in college English classrooms" 43 : 84-95, 2011

12 Buckwalter, P., "Repair sequences in Spanish L2 dyadic discourse : A descriptive study" 85 : 380-397, 2001

13 Young, A. I., "Peer interaction and second language learning: Pedagogical potential and research agenda" John Benjamins 135-160, 2016

14 Sato, M., "Peer interaction and second language learning: Pedagogical potential and research agenda" John Benjamins 91-112, 2016

15 Dörnyei, Z., "On the teachability of communication strategies" 29 (29): 55-86, 1995

16 Sato, M., "Metacognitive instruction enhances the effectiveness of corrective feedback : Variable effects of feedback types and linguistic targets" 68 : 507-545, 2018

17 LEEANDREARAKUSHIN, "Korean EFL students’ perceptions of the effectiveness of peer interaction in online discussion forums" 26 (26): 1-23, 2017

18 Parsons, K., "Korean EFL students’ perceptions of pair and small-group work" 12 (12): 1-24, 2016

19 Kim, M., "Korean EFL learners’ perspectives on speaking tasks : Discussion, summary, and information-exchange tasks" 7 (7): 1-23, 2014

20 Fujii, A., "Interactional feedback in learner-learner interactions in a task-based EFL classroom" 47 (47): 267-301, 2009

21 Swain, M., "Interaction and second language learning : Two adolescent French immersion students working together" 82 (82): 320-337, 1998

22 Gass, S. M., "Input, interaction, and second language production" 16 (16): 283-302, 1994

23 Long, M. H., "Handbook of second language acquisition" Academic Press 413-468, 1996

24 Swain, M., "Handbook of research in second language teaching and learning" Lawrence Erlbaum 471-483, 2005

25 Mackey, A., "Feedback, noticing and instructed second language learning" 27 (27): 405-430, 2006

26 Dao, P., "Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction" 88 : 60-72, 2018

27 Dao, P., "Effect of interaction strategy instruction on learner engagement in peer interaction" 91 : 102244-, 2020

28 Naughton, D., "Cooperative strategy training and oral interaction : Enhancing small group communication in the language classroom" 90 : 169-184, 2006

29 Dobao, A. F. M., "Communication strategies in the interlanguage of Galician students of English : The influence of learner-and task-related factors" 23 (23): 41-62, 2001

30 VanPatten, B., "Attending to form and content in the input" 12 (12): 287-301, 1990

31 Zhang, Q., "A pilot study based on Rasch into the appropriateness of the TOEIC Bridge test for Chinese students: Status quo and prospect" Springer 23-34, 2012