Noticing own oral performance, through a focus task in a group of efl beginner students

Abstract

This study aims to provide an analysis of the effects of noticing on the oral performance of a group of EFL beginners by employing a focus task. This study carried out a statistical analysis (descriptive analysis and Wilcoxon test) of the number of language gaps the participants identified in their own oral performance, along with an analysis of students perceptions about noticing, procedures and results of the focus task. The purpose of both analyses was to determine if the focus task enhanced noticing, leading to any improvement in participants oral task repetition. The results revealed this task enhanced noticing, which generated improvements in content, grammar, and vocabulary in oral production. However, even though participants noticed a significant number of pronunciation gaps in their first oral presentation, this did not lead to learning in the task repetition.