The Effect of Recorded Dialogues in Higher Education Students’ Spoken Performance

Abstract

Students’ participation in English class is low and evidenced lack of vocabulary when they are exposed to speaking activities. To assist students overcome that situation, this innovation integrated pair work through recorded dialogues in a technical context. Participants studied at a public university located in Guayaquil (Ecuador). They belonged to the school of Net and Telecommunications. A mixed-design research was conducted. Quantitative instruments: pre and posttests, pre and post-surveys, and an action research were part of it. Data collected answered three research questions, two related to improvement in speaking in terms of vocabulary and fluency, and a third to know students’ perspectives towards this innovation. Results showed a large impact (Cohen’s d=2.97 – average of the three speaking components) for speaking due to the innovation (p < .001). Regarding students’ perspectives, the means of the post-survey were positive for the components of the innovation (pair work, planning and structuring, and recording of the dialogues). Implications of this study address other higher education authorities and EFL teachers who would like to engage students in the lessons with authentic and student-centered activities like pair-work and content of students’ field of interest.