Board Games – Learners Produce Their Tests
Keywords:
Speaking assessment, Teaching speaking, Learner’s autonomyAbstract
This article presents the results of an experiment carried out with adult learners of English at Fatec Mogi Mirim in 2013, aimed at solving two problems found in this teaching setting: the difficulty of evaluating oral acquisition and production and the low engagement of students with their own learning. The students produced board games to review class contents and used them as a tool to assess their speaking at the end of the term. The sessions were recorded for later transcription and analysis of the data. The study is based on the concepts of "learner autonomy" by Holec (1981), Luoma's (2005) contributions on the assessment of oral comprehension/production, and Thornbury's (2005) contribution to teaching oral production. The results indicate an improvement of rapport among students and an increase in self-learning apart from revealing points to adjust and hence, to improve the communicative teaching practice, justifying the research.
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