Implementation of Five Pushed Output Activities in an EFL Speaking Class

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Arslan, R. S. (2013). An investigation of prospective English language teachers’ spoken communication skills: A case from Turkey. Hacettepe University Journal of Education, 28(1), 27–40.
2. Aubrey, S., King, J., & Almukhaild, H. (2022). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, 53(3), 519–533. https://doi.org/10.1177/0033688220945418
3. Baleghizadeh, S., & Shahri, M. N. N. (2014). EFL teachers’ conceptions of speaking competence in English. Teachers and Teaching, 20(6), 738–754. https://doi.org/10.1080/13540602.2014.885702
4. Bekleyen, N. (2011). Can I teach English to children? Turkish preservice teacher candidates and very young learners. Journal of Early Childhood Teacher Education, 32(3), 256–265. https://doi.org/10.1080/10901027.2011.594700
5. Bygate, M. (1987). Speaking. Oxford University Press.
6. Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). Routledge.
7. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
8. Dagtan, E., & Cabaroglu, N. (2021). Status of English speaking skills in Turkish ELT departments: A nationwide survey. Eurasian Journal of Applied Linguistics, 7(1), 359–382. https://doi.org/10.32601/ejal.911454

9. DeKeyser, R. M. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.
10. Farrell, T. S. C., & Yang, D. (2019). Exploring an EAP teacher’s beliefs and practices in teaching L2 speaking: A case study. RELC Journal, 50(1), 104–117. https://doi.org/10.1177/0033688217730144
11. Gerede-Hoyland, I. M., & Camlibel-Acar, Z. C. (2024). EFL learners and EFL teaching in Turkiye: Native English-speaking teachers’ views. Ege Journal of Education, 25(1), 1–14. https://doi.org/10.12984/egeefd.1317878
12. Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
13. Gokce, S., & Kecik, I. (2021). English language teachers’ cognition in handling learners’ speaking problems. Journal of Qualitative Research in Education, 26, 315–339. https://doi.org/10.14689/enad.26.14
14. Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.
15. Hismanoglu, M., & Colak, R. (2019). A study on Turkish EFL teachers’ perspectives on using drama to develop students’ speaking skills in the EFL classroom. Novitas-ROYAL (Research on Youth and Language), 13(2), 188–206.
16. Hol, D., & Kasimi, Y. (2022). A growing dilemma: English speaking anxiety in EFL classrooms: A review of research. RumeliDE Dil ve Edebiyat Arastirmalari Dergisi, 28, 421–438. https://doi.org/10.29000/rumelide.1132581
17. Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal 92(1), 71–86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
18. MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513–534. https://doi.org/10.1111/j.1467-1770.1991.tb00691.x
19. MacNealy, M. S. (1999). Strategies for empirical research in writing. Allyn & Bacon.
20. Newton, J. M., & Nation, I. S. P. (2021). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge. Philp, J., & Iwashita, N. (2013). Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction. Language Awareness, 22(4), 353–370. https://doi.org/10.1080/09658416.2012.758128
21. Savignon, S. J. (2002). Communicative language teaching: Linguistic theory and classroom practice. In S. J. Savignon (Ed.), Interpreting communicative language teaching: Contexts and concerns in teacher education (pp. 1–27). Yale University Press.
22. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & E. Varonis (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.
23. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–484). Lawrence Erlbaum Associates.
24. Talandis, G., & Stout, M. (2015). Getting EFL students to speak: An action research approach. ELT Journal, 69(1), 11–25. https://doi.org/10.1093/elt/ccu037
25. Thompson, A. S., & Khawaja, A. J. (2016). Foreign language anxiety in Turkey: The role of multilingualism. Journal of Multilingual and Multicultural Development, 37(2), 115–130. https://doi.org/10.1080/01434632.2015.1031136
26. Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. Voices From the Language Classroom 2(4), 145–167.
27. Zhang, X., & Head, K. (2010). Dealing with learner reticence in the speaking class. ELT Journal, 64(1), 1–9. https://doi.org/10.1093/elt/ccp018