Implementation of Five Pushed Output Activities in an EFL Speaking Class

Year 2024, Volume: 8 Issue: 2, 19 - 29, 30.12.2024

Ayça Aslan , Tunay Taş

https://doi.org/10.51726/jlr.1502523

Abstract

This paper describes the implementation of five activities (individual oral presentation, impromptu speech, graduation speech, puppetry, and voice-over roleplay) in an EFL speaking class at a Turkish university. In order to make students produce English output and change their resistance towards in-class participation, a ten-week programme has been implemented. Providing L2-speaking experience under different task conditions, the aim was to investigate student narratives on advantages and disadvantages of each activity and to illustrate how spoken production activities could be useful in getting EFL learners to talk. Qualitative data collected through journal entries, focus group discussions, and classroom observations have been analysed using thematic narrative analysis. Findings indicate that students favour the diversity in speaking activities they do in the classroom and highlight unique aspects of each activity type based on their learning experiences. Implications applicable to EFL teachers practising in similar contexts are also discussed.

Keywords

pushed output, speaking skills, speaking anxiety, EFL learners, L2 English

Ethical Statement

This research has been conducted in compliance with the institutional regulations of Yozgat Bozok University, as outlined in the ethical permission document dated 18/04/2023 (decision ID: 02/01).

Supporting Institution

Yozgat Bozok University

Project Number

SHD-2023-1189

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