Cooperative learning techniques to address oral communication apprehension and enhance speaking fluency with ninth graders

Abstract

Teaching spoken fluency in EFL environments demands attention to the factors that may interfere with its development, such as oral communication apprehension (commonly known as speaking anxiety). The present research considered cooperative learning a suitable approach due to its focus on interaction and cooperation among participants to address a more friendly environment for students with speaking anxiety. Therefore, the present Action research aimed to investigate the impact of two Cooperative learning techniques on the speaking fluency of ninth graders despite the oral communication apprehension interference. For the analysis of this phenomenon, it was necessary to apply three instruments: (a) a speaking pre-test and post-test to contrast the speaking fluency before and after the pedagogical intervention; (b) a before-intervention questionnaire to categorize the causal factors and physical symptoms of speaking anxiety of students and (c) a post-intervention questionnaire to explore the perspectives on the impact of Cooperative Learning when addressing oral communication apprehension and learning speaking. The results demonstrated progress in speaking fluency and positive perceptions about cooperative learning. Besides, the findings also presented that students were conscious of the importance of oral communication in English and the anxiety's effects on their learning. Considering the lack of speaking tasks in EFL, this investigation aimed to encourage EFL teachers to promote students speaking fluency through cooperative activities.