抄録
This study investigates how Japanese middle school students learn English speeches, focusing on the effectiveness of “collaborative dialogue.” While the Course of Study emphasizes “presentational speaking” (MEXT, 2024), instructional methods for middle school presentations are underdeveloped. Although “interactive learning” is effective for grammar (Swain, 2000) and writing (Yang, 2020), its impact on speech learning is unclear. To address this, 66 third-year students from a Tokyo public middle school participated in five speech sessions. Groups of 3-4 discussed ways to improve their speeches, generating suggestions on content, delivery, and emphasis. The findings suggest that interactive discussions improve speech quality and engagement. This study lays the groundwork for developing practical instructional procedures for busy teachers and aims to explore the future potential of interactive learning in enhancing presentation performance.
https://ror.org/05aczzj13 