Using English as an International Language for Fluency Development in the Internationalised Asian University Context
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Using English as an International Language for Fluency Development in the Internationalised Asian University Context Barry Lee Reynolds1,2,3
•
Melissa H. Yu1
Accepted: 3 September 2020 De La Salle University 2020
Abstract The present study exemplifies the potential of International Corner Speed Chatting activities to enhance English fluency when local students use English as an international language (EIL) with other local as well as international students. For data collection during the activity, classroom observation through video recording and photography was employed; a closed and open-ended questionnaire were administered after the activity. The data analysis results show that this set of activities, incorporating mini presentation, speed chatting, reflection reporting, and group discussion, helped students develop EIL fluency. The fluency activities provided the instructor the opportunity of taking on the roles of planner and guide whilst encouraging learner autonomy. EIL fluency was achieved through maximal repeated effective integratedskills English speaking and listening across multiple contexts with interlocutors possessing varied linguistic and cultural backgrounds. Keywords English as an international language Fluency Communication Speaking Asian EFL
& Barry Lee Reynolds [email protected] 1
Faculty of Education, University of Macau, Taipa, Macau SAR, China
2
Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China
3
Faculty of Education, University of Macau, Room 1017, E33, Av. da Universidade, Taipa, Macau SAR, China
Introduction In Asian EFL (English as a foreign language) contexts, English is usually taught, learned, and used inside but not outside the classroom with no clear need for students to learn English for communication (Nation 2013). Learning English to communicate does not seem to be an urgent need due to the limited opportunities to use English outside the classroom (Seilhamer 2015). For instance, researchers have observed that Taiwanese EFL learners were not so motivated to engage in communication-based learning activities inside the classroom, as doing so did not hold any immediate benefits for them outside the classroom (Liu 2005). Regardless of whether learning English for communication is a major learning objective of most EFL education, the international spread and use of English continues to carry on. As a result, developing students’ communication fluency becomes increasingly important in EFL contexts (e.g., McKay and Brown 2016). Higher education in Asia has been internationalising, and it might be reasonable to assume that learning and using English in Asian EFL contexts is likely to become more common, as well as useful. For example, Sung’s (2016) study showed that EFL students at an Asian university did need to use English to communicate outside the classroom when interacting with their international student peers. In this case, preparing EFL students for using English to communicate on Asian international
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