SWS Academic Research eLibrarySocial Sciences & Art

Scholarly record

TESOL: CAN DOGME ELT LEAD ITALIAN HIGH SCHOOL STUDENTS TO DEVELOP SPEAKING SKILLS AND FLUENCY IN EFL LEARNING?

Federico Valente, Francesco Spilabotte

First published: 2024https://doi.org/10.35603/sws.iscah.2024/s11.29View metrics

Abstract

The purpose of this paper is to discover whether Dogme ELT can efficiently lead Italian high school EFL students to develop oral fluency within the classroom, in particular if this approach is valid for General English (GE) adult intermediate classes in Italian private and state institutions. The stimulus for this research comes from the reading of academic articles on effective strategies in order to develop speaking skills and fluency in EFL learning which have been analyzed before undertaking this study in order to have a broader view of this topic. The literature review describes in detail theoretical issues with regard to the advantages of using Dogme in ELT as this methodology seems to promote proceduralization of language knowledge and consequently enhance fluency in SLA. This investigation was conducted in Italy and the data gathering processes consist mainly of qualitative semi-structured interviews with eight participants (four ESL students and four English language teachers in a private sector), interview transcripts, and content analysis techniques which were used to examine and interpret data collected. Findings demonstrate that not only can Dogme provide the appropriate conditions to effectively address EFL Italian learners’ need for a greater oral fluency, but it also seems to have a positive effect on motivation, satisfaction and commitment as well.

Publication Impact Profile

PlumX Article Metrics by Elsevier

Publication details

Title
TESOL: CAN DOGME ELT LEAD ITALIAN HIGH SCHOOL STUDENTS TO DEVELOP SPEAKING SKILLS AND FLUENCY IN EFL LEARNING?
Authors
Federico Valente, Francesco Spilabotte
Proceedings
Proceedings of 11th SWS International Scientific Conference on Arts And Humanities - ISCAH 2024
Publisher
SGEM WORLD SCIENCE (SWS) Scholarly Society
Year
2024
Pages
241-248
SWS Citekey
Valente202415241248
ISSN
2682-9940
ISBN
978-3-903438-12-5
Language
en
Publication type
Proceedings Paper
Proceedings contents
Open official contents
Keywords
communicative needscourse-booksDogmeEFLELTfluencyproceduralizationspeaking
References15

  1. Akca, C. (2012). Dogme unplugged. Paper presented at International Symposiumon Language and Communication: Research Trends and Challenges. Erzurum, Turkey. Available:<http://server2.docfoc.us/uploads/Z2015/12/17/CGqLz8vmvz/6cf8664d65c6eaafb 616c9c486c664e6.pdf > [Access date 20th May 2024].

  2. Bohlke, D. (2014). Fluency-oriented Second Language Teaching. In Celce-Murcia, M., Brinton, D., & Snow, M. A. (eds.). Teaching English as a second or foreignlanguage (Fourth ed.). Australia: Heinle. 121-135.

  3. Bygate, M. (2001). Speaking. In Carter, R., & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. 14-20.

  4. Hall, G. (2011). Exploring English language teaching: Language in action (1st ed.). New York; London. Routledge.

  5. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, UK: Oxford University Press.

  6. Johnson, K. (2008). An introduction to foreign language learning and teaching (2nd ed.). Harlow: Longman.

  7. Lopriore, L. and Djigunovic, J. M. (2009). Attitudinal aspects of early EFL learning’, UPRT 2009, 3.

  8. Maley, A. (2011). Squaring the circle -reconciling materials as constraint with materials as empowerment. In: Tomlinson, B. (ed.) Materials Development in Language Teaching. (2nd ed) Cambridge: Cambridge University Press. 379-402.

  9. Meddings, L., & Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. Peaslake, Surrey: Delta.

  10. Mishan, F. & Timmis, I. (2015). Materials Development for TESOL. Edinburgh: Edinburgh University Press.

  11. Nation, I. S. P. and Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.

  12. Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press.

  13. Thornbury, S. (2005). How to teach speaking. Harlow: Pearson.

  14. Thornbury, S. (2013). Resisting coursebooks. In Gray, J. (ed.) Critical perspectives on language teaching materials. Palgrave Macmillan UK. 204-223

  15. Wedell, M. (2011). More than just ‘technology’: English language teaching initiatives as complex educational changes. In H. Coleman (ed.) Dreams and realities: Developing countries and the English language. London: British Council. 269-290.

View or Download full articleAccess options
Full paper accessChoose SWS login, librarian support, or instant article download.

SWS access login

Login as SWS Scientific Committee

Authors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.

For librarian assistance: [email protected]

Purchase Instant Access

48-hour online accessComing soon
Online-only accessComing soon
Download the full article in PDF formatEUR 35
  • Article can be downloaded after successful payment.
  • Article may be used according to SWS library access terms.
  • Article cannot be redistributed.
Get full paper

Back to publication list