Improving speaking skills in english through a student-centered approach in third semester students of the modern languages program at Universidad del Cauca.

Abstract

This research project was focused on the implementation of a student-centered approach using collaborative learning strategies to improve English-speaking skills in a group of ten third semester students from the Universidad del Cauca, North Branch in Santander de Quilichao, Cauca, Colombia. This study undertook action research as the method of inquiry. The problem identified was the third semester students’ low level of oral production, low self-confidence, and lack of active participation in the English due to the lack of practice of speaking in class. The data collection instruments were two surveys, three diagnostic speaking activities assessed through a speaking rubric, five speaking class activities using collaborative learning and the teacher's log which included the lesson plans, recordings and observation reported in a diary. The results of the first survey plus the literature review inspired the action plan made up of nine student-centered lessons plans to foster and improve speaking through collaborative learning strategies. The results proved the effectiveness of a student-centered environment with the use of collaborative learning strategies in improving English-speaking skills. The third semester students showed a higher level of oral production and self-confidence and partook more actively in class.