Teaching oral skills in Higher Education (HE) language learning
Piloting a model for inclusive, accessible English Language Teaching (ELT)
DOI:
https://doi.org/10.1558/isla.26019Keywords:
Universal Design for Learning (UDL), Higher Education (HE), language learning, Task-Based Language Learning (TBL), accessibility, inclusion, English Language Teaching (ELT)Abstract
The aim of this study was to test two UDL-informed models to inclusive, accessible language teaching in a Business English course at a B1+ level. We adopted a task-based learning (TBL) approach in the experimental group and a presentation, practice, production (PPP) approach in the control group. Our hypothesis was that the former approach would lead to a more significant performance gain in oral skills than the latter.
The hypothesis was tested by conducting oral pre- and post-tests prior to and following instruction, the scores of which were analysed quantitatively. These results were triangulated by a qualitative analysis of the answers learners gave to open questions on exit tickets throughout the course.
The quantitative findings showed significant performance gain in both groups after the treatment, but the difference between the two was not marked. However, the qualitative analysis revealed variation in the participants’ perceptions of their learning process, which may have been influenced by the approach applied. A future teaching model may, therefore, include both PPP and TBL elements, complemented by formative assessment strategies.
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