The Effect of Communicative Practice on Oral Speaking Exam Performance in High School Spanish Students
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Type of Work40 p.
action research papers
ProgramMasters of Education
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SubjectsEducation -- Research papers (Graduate)
Spanish language -- Study and teaching (Secondary) -- Research.
Spanish language -- Examinations -- Research.
Oral examinations -- Research.
The purpose of this study was to determine whether or not the implementation of additional communicative activities in the Spanish IV classroom increased speaking fluency in high school students. The Powell Rubric was the instrument used to determine success on the speaking exams. Students came from a convenience sample and were non-randomly assigned to the control group which was only exposed to the standard curriculum (N=26) or the experimental group that was allotted extra instructional time to engage in communicative activities in addition to the standard curriculum (N=22). The control group (Mean = 42.88, SD = 6.09) was not found to differ significantly from the experimental group (Mean=43.32, SD=4.04) on speaking fluency prior to the intervention based on an independent sample t-test comparing performances on a pretest [t(46) =- .29, p > .05]. The treatment took place during a period of 12 weeks. The groups were compared on a score based on performances on two assessments—one that took place during the intervention and one that took place after the intervention. The control group (Mean=92.96, SD=10.37) did not differ significantly from the experimental group (Mean=96.09, SD=10.11) on the fluency scores [t(46)= -1.05, p>.05]. Therefore the null hypothesis failed to be rejected. Practical and theoretical implications as well as threats to validity are discussed. Recommendations for future research are discussed, including the ideas that research be conducted over a longer period of time and there be an increase in the intensity of the treatment applied to the experimental group.