Exploring PechaKucha in EFL learners’ speaking fluency

Abstract

The research aims at investigating to what extent PechaKucha optimizes English as a foreign language (EFL) learners’ speaking fluency and identifying the class climate when learners implement PechaKucha. The data of the study were derived through classroom observation, pre and post-tests, field note, and interview. Constant Comparative Method was used to analyze the qualitative data while the mean score of two raters was found out to obtain the quantitative data. The result from this research indicated that the exploration of PechaKucha optimized EFL learners' speaking fluency including improving the speed of learners' speech and words per minute; increasing articulation rate; strengthening phonation time ratio; reducing the frequency of silent pause; avoiding filler words; and decreasing disfluency in spontaneous speech. The enhancement of learners’ score showed from the mean score of pre-test was 65.8; post-test 1 was 73.4, and post-test 2 was 82.3. The use of PechaKucha also improved the class climate: EFL learners were involved actively to present course material and their responsibilities to work in pair increased. Considering the research findings, it is suggested that teachers and lecturers implement PechaKucha for assisting the learners to enhance their speaking fluency and creating the effective class climate.

Pecha Kucha: Ein Vortragsformat für (digitale) Abschlusspräsentationen

“…Zahlreiche Forschungsarbeiten widmen sich den Einsatzmöglichkeiten im Kontext des Fremdsprachenunterrichts. Pecha Kucha scheint ganz allgemein bei der Entwicklung von Fertigkeiten öffentlicher Rede (public speaking skills) hilfreich zu sein [7] und kann bei Sprachlernenden die Sprechflüssigkeit verbessern [8]. Gerade das strikte und deshalb Führung bietende Regelwerk kann auch die S. Meier-Vieracker / Pecha Kucha: Ein Vortragsformat für (digitale) Abschlusspräsentationen…”

The Speaking Disfluencies in the University Students’ Classroom Conversation

“…Further, Clark & Wasow (in Mueller & Richardson, 2022) also say that pauses may be filled with uh, or um and some words may occur with elongated pronounciations, like the words. Based on these experts the concept of speaking disfluency can be defined as the utterances of a speaker hesitation, repetition, false starts and filler words such as um, well, or you know which can occur every five to eight word, and be assumed to provide valuable insights into unit of speech production and permit the evaluation on how much speech is mentally planned by that speaker in advance of its production (Jansson-Verkasalo et al, 2021;Rokhaniyah, 2019).…”