Titlebook: Oracy in English Language Education; Insights from Practi Julia Reckermann,Philipp Siepmann,Frauke Matz Book 2024 The Editor(s) (if applica

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Practice-Oriented Approaches to Researching Oracy in English Language Education: An Introduction,clear focus on teaching practice and is thereby directly relevant for teachers and practitioners. This chapter also introduces the readers to the structure of the whole volume and summarises each contribution.

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Oracy in the Primary EFL Classroom: Theoretical Considerations and Insights from Empirical Studies, insights gained from relevant empirical studies will be summarised, including a critical questioning of whether oracy in primary EFL contexts has been subjected to any investigation at all. Finally, issues for future practice-oriented research and methods for investigating oracy are discussed brie

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Exploring the Teaching of Speaking Through Action Research: Teachers’ Voicesexplore some of the specific features of speaking described earlier to address learners’ speaking needs and to revitalise their classrooms, their pupils’ learning, and their own professional practices. My fundamental argument is that the voices of teachers who do AR in their classrooms serve to enri

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Foreign Language Anxiety and Speaking in English Drama Clubs: Results from a School-and-University Pdback influence learner FLA: While more role work is able to decrease their FLA, more feedback on their FL increases their anxiety. With a view to the classroom, both elements can be taken into account in the design of future lessons that aim to support FL oracy. However, it is up to future research

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Implementing an Innovation to Foster Oracy—On the Research-Practice Cooperation in a Design-Based Rethe intervention. Outcomes of the study include a reference design, mature design principles, and local theory. This chapter provides insights into how the DBR study and the research-practice cooperation led to both the practical results and the empirical findings on successfully fostering oracy via

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