Scoping academic oracy in higher education: knotting together forgotten connections to equity and academic literacies

Heron, Marion; Baker, Sally; Gravett, Karen; Irwin, Evonne

doi:10.1080/07294360.2022.2048635

Cited by 6 publications

(5 citation statements)

References 34 publications

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“…Compared with academic writing, oracy is a little discussed concept in the literature on higher education, except some works (Heron et al, 2023). Oracy or oral communication is often taken for granted as students are assumed to be fluent speakers in the diverse academic contexts.…”

Section: Spoken Academic English and Written Academic Englishmentioning

confidence: 99%

“…Mastering discipline-specific literacies implies mastering academic writing and oral skills parallelly (Heron et al, 2023). Proficiency in academic English is enhanced through learning a specific vocabulary and word collocations, grammar, pronunciation and stress patterns (Cribb & Wang, 2019).…”

Section: Spoken Academic English and Written Academic Englishmentioning

confidence: 99%

“…Besides language-based-focus assessment and tests, Bhat and Bhat (2019), Jon et al (2022) highlight the importance of engaging students in the assessment of their groupmates, thus providing them with descriptive feedback. Heron et al (2023) specify that peer assessment gives the opportunity to reflect on one's own performances and to develop critical reasoning skills, stimulates subject matter discussions aiding collaborative learning. Some scholars suggest introducing an element of peer assessment as a tool for learning rather than a tool of assessment, thus improving critical thinking (Gebrekidan & Zeru, 2023, Pelger, 2022.…”

Section: Evaluative Feedbackmentioning

confidence: 99%

“…Such skills are most favoured by employers. As the Proceedings of SOCIOINT 2023-10th International Conference on Education & Education of Social Sciences 19-21 June 2023 graduate employability deals with effective workplace communication "a university effectiveness is partially measured in terms of employment outcomes for graduates" (Heron et al, 2023)"; and a high value is placed on teaching oral communication skills (listening to and speaking) (Braun, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Learning English as a second language student with A1 English level (elementary) and A2 English level (preintermediate) face certain difficulties since they have to develop communication skills in professionally focused contexts. And educators need strategies to support their learning and develop their academic English (Heron et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Enhancing Oral Proficiency in Academic English Through Role Playing, Group Work and Different Types of Assessment Among Medical Master Students

Murtazina¹

2023

Proceedings of SOCIOINT 2023- 10th International Conference on Education and Education of Social Sciences

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Such skills as information handling, establishing the order of professional problems solution, designing the research, defining the goals and objectives of the research and presenting the research are most favoured by employers. In the present study, an attempt to focus on developing academic speaking skills, presenting the content and the methods employed for improving academic oracy within the EFL classroom was made. The low efficacy in spoken English of the first year medical Master's students defined the aim of the present qualitative study -to explore the effectiveness of students' team work and a role play while discussing the project summary, preparing the oral group presentations of Master's thesis and dramatising the research funding; of using both teacher assessment and peer assessment implemented in EFL classes for improving their academic speaking skills. The qualitative research methods were used for the investigation of the dynamics of students' speaking skillsopen-ended interview to define the students' perceptions of gained knowledge and academic speaking skills, implemented learning activities and assessment in their own words; observation to select information about students' reaction to various kinds of learning activities, interpersonal interactions, peer-to-peer communication. At the end of the experiment, the students in the treatment group reported about their gained knowledge of the research funding steps, certainty in the choice of the proper academic vocabulary and in grammar usage, their science self-efficacy primarily due to the cooperative work on discussing and dramatising the concepts involved in funding medical research in Russia, and presenting a joint Master's thesis. The students of the control group did not report about a significant improvement of their speaking skills. The observation revealed students' increased selfconfidence in public speaking, enjoyment from group work experience, dramatising, peer assessment work and improved speaking skills; the teacher's positive and descriptive feedback to the individuals and the group work encouraged students to participate more actively in group assignments. The same qualitative dynamics was not observed in the control group. The practical relevance of this study is that its findings might serve as a base for improving academic oracy in students of different specialties, selecting other teaching strategies.

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Section: Spoken Academic English and Written Academic Englishmentioning

confidence: 99%

Section: Spoken Academic English and Written Academic Englishmentioning

confidence: 99%