Open AccessInfluence of Planning in Oral Teaching Methods
Author(s) -
Elena Vladimirovna Litvinenko,
Liliia Saimovna Sirazova,
Jamil Eftim Toptsi
Publication year - 2019
Publication title -
international journal of higher education
Language(s) - English
Resource type - Journals
eISSN - 1927-6052
pISSN - 1927-6044
DOI - 10.5430/ijhe.v8n7p56
Subject(s) - fluency , vocabulary , sophistication , utterance , computer science , context (archaeology) , narrative , task (project management) , psychology , natural language processing , mathematics education , cognitive psychology , artificial intelligence , linguistics , engineering , paleontology , social science , philosophy , sociology , biology , systems engineering
The mixed methods study presented in this paper investigates the influence of planning in oral teaching methods.. This research article presented examines the impact of planned and unplanned conditions on three different variables in the context of oral teaching methods: fluency, vocabulary complexity, and accuracy. As a research tool two narrative tasks were used which required the participant construct linguistic forms based on visual information, requiring the use of the participant’s imagination. With the help of qualitative content analysis, the most common ‘pattern-finding’ moves were described from the collected data in detail. In order to compare data from unplanned and planned conditions, three analyses were conducted with the help of three software tools: D-tool, P-lex, and Coh-Metrix. The results showed that pre-task planning time had a positive effect on lexical sophistication and accuracy. However, fluency under unplanned conditions was greater than under planned conditions, suggesting that the planning process does not produce a strong impact on fluency. According to most of the participants, they paid close attention to the logical order of the pictures, organization of ideas, and the coherence of their utterance while using their individual planning time.