Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students' oral interaction strategy use and their group discussion performance

Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students' oral interaction strategy use and their group discussion performance

• Zhu, Xinhua The Hong Kong Polytechnic University
• Loh, Elizabeth K. Y. The University of Hong Kong
• Yu, Guoxing University of Bristol
• Tam, Loretta C. W. The University of Hong Kong
• Liao, Xian The Education University of Hong Kong

Applied Linguistics Review, 2019

De Gruyter Mouton

2019

• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time
• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

Group Discussion Oral Interactional Strategies L1 Speaking Assessment 21st Century Skills

• Hong Kong

• 1997.7 onwards

• Primary Education

Given the increasing awareness of oral communication in this era of globalized collaborative learning trends, there is an imminent need to inform language educators of ways in which the under-researched oral interactional strategies are related to first language (L1) teaching. However, no consensus has yet been reached on the relationship between interactional strategy use and oral language proficiency. This study investigates the effect of oral interactional strategy use on group discussion performance in L1 Chinese for Primary 5 students (N = 140) in Hong Kong. Based on ANOVA and regression analyses of the data on group discussion performance, five strategies have been identified: expressing actively, asking for opinion, expressing attitude, giving clarification and non-verbal language. They all significantly predicted students’ group discussion performance, with overall strategies explaining 55.5% of total variation of the performance, where higher-proficiency students tended to use more strategies that enable comprehension and elaboration in the group discussions. The patterns of strategy use among students with different levels of discussion performance have also been identified. Implications of the findings are discussed with reference to the roles individuals play in the overall performance of group discussion. Copyright © 2019 Walter de Gruyter GmbH, Berlin/Boston.

• English

Journal Articles

• 18686303

• 10.1515/applirev-2018-0096

https://bibliography.lib.eduhk.hk/bibs/98ee6c68

2020-04-27