How to Get Pupils Talking: Facilitation of Spontaneous Speech through Improvisation Activities
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| Title: | How to Get Pupils Talking: Facilitation of Spontaneous Speech through Improvisation Activities |
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| Language: | English |
| Authors: | Anke Zondag (ORCID |
| Source: | TESOL Journal. 2026 17(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teachers, Interpersonal Communication, Speech Communication, Creative Activities, Second Language Instruction, English (Second Language), Practicums, Foreign Countries, Teacher Education |
| Geographic Terms: | Norway |
| DOI: | 10.1002/tesj.70108 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | This qualitative study explores how student teachers experienced that improvisation activities facilitated spontaneous speech practice in EFL classrooms. During school practicums in Norwegian schools, pre-service and in-service student teachers reflected in trial logs before, during and after the trials in grades 5 to 10. These logs were analyzed based on a phenomenological perspective. We found that the improvisation activities enabled spontaneous speech practice well through the facilitative components playful pressure to contribute, engagement, enjoyment, and collaboration which resulted in the Spontaneous Speech Facilitation Model. Pupils' willingness to communicate seemingly increased as they were seen to take greater linguistic and creative risks when being playfully forced to go beyond their comfort zones together, also for reluctant speakers. We conclude that improvisation activities provide an engaging method for spontaneous speech practice with the aim of facilitating a communicative EFL practice. The improvisation activities seem to have supported the development of speaking confidence. These findings encourage further exploration and incorporation of improvisation activities in EFL teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498554 |
| Database: | ERIC |
| Abstract: | This qualitative study explores how student teachers experienced that improvisation activities facilitated spontaneous speech practice in EFL classrooms. During school practicums in Norwegian schools, pre-service and in-service student teachers reflected in trial logs before, during and after the trials in grades 5 to 10. These logs were analyzed based on a phenomenological perspective. We found that the improvisation activities enabled spontaneous speech practice well through the facilitative components playful pressure to contribute, engagement, enjoyment, and collaboration which resulted in the Spontaneous Speech Facilitation Model. Pupils' willingness to communicate seemingly increased as they were seen to take greater linguistic and creative risks when being playfully forced to go beyond their comfort zones together, also for reluctant speakers. We conclude that improvisation activities provide an engaging method for spontaneous speech practice with the aim of facilitating a communicative EFL practice. The improvisation activities seem to have supported the development of speaking confidence. These findings encourage further exploration and incorporation of improvisation activities in EFL teacher education. |
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| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70108 |
