About this paper

Appears in:
Pages: 6285-6292
Publication year: 2020
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1700

Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain

USING GOOGLE TOOLS TO ENHANCE A2 STUDENTS’ SPEAKING PERFORMANCE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

N. Sazonova, S. Ivanova

Ural Federal University (RUSSIAN FEDERATION)
The threshold level of language learning being assessed is A2 of Common European Framework of Reference (CEFR) which corresponds to KET Cambridge exam. The second part of its speaking session includes interaction with the peer in the form of asking and answering questions of a non-personal kind on the basis of prompt words in the black-and-white card. A number of experiments were to show to what extent such factors as examinee’s reading skills, their personal traits and a peer might enhance or impede their speaking success and high scores at the exam. Observation and survey analysis made us infer that while a peer didn’t turn out to much affect the score, on the other hand, reading features such as word familiarity in the text, text coherence and typographic legibility are directly interrelated with students’ motivation and anxiety levels. The question arose as how to increase motivation and reduce anxiety using trendy virtual environments. A popular resource Quizlet offers an opportunity to practise question-answer format without feedback. Our suggestion is to use Google forms to virtualise cards and share them among the students. We analysed sample KET cards, extracted a list of common prompt words, produced a pack of authentic invitation cards, birthday cards, advertisements, notices, etc.and downloaded them into Google forms. However, it is time-consuming for a teacher to provide individual feedback, the advantages outnumber disadvantages. First, it can be rational to export the results into Excel and check whole-class with grammar and vocabulary analysis. Second, the students are exposed to natural language. Third, as soon as the students have mastered grammar/vocabulary and have learnt the strategy of finding information, they can be engaged into card design and sharing and peer-correction activities.
@InProceedings{SAZONOVA2020USI,
author = {Sazonova, N. and Ivanova, S.},
title = {USING GOOGLE TOOLS TO ENHANCE A2 STUDENTS’ SPEAKING PERFORMANCE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE},
series = {14th International Technology, Education and Development Conference},
booktitle = {INTED2020 Proceedings},
isbn = {978-84-09-17939-8},
issn = {2340-1079},
doi = {10.21125/inted.2020.1700},
url = {http://dx.doi.org/10.21125/inted.2020.1700},
publisher = {IATED},
location = {Valencia, Spain},
month = {2-4 March, 2020},
year = {2020},
pages = {6285-6292}}
TY - CONF
AU - N. Sazonova AU - S. Ivanova
TI - USING GOOGLE TOOLS TO ENHANCE A2 STUDENTS’ SPEAKING PERFORMANCE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE
SN - 978-84-09-17939-8/2340-1079
DO - 10.21125/inted.2020.1700
PY - 2020
Y1 - 2-4 March, 2020
CI - Valencia, Spain
JO - 14th International Technology, Education and Development Conference
JA - INTED2020 Proceedings
SP - 6285
EP - 6292
ER -
N. Sazonova, S. Ivanova (2020) USING GOOGLE TOOLS TO ENHANCE A2 STUDENTS’ SPEAKING PERFORMANCE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE, INTED2020 Proceedings, pp. 6285-6292.
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