What are my beliefs when designing activities to develop speaking fluency?
Mella Faúndez, Daniel
MetadataShow full item record
The following self-study research aimed at discovering and analyzing my beliefs when designing activities to develop speaking fluency. In order to do this, this research used three data collection tools: journals, interviews, and artifact analysis of lesson plans. Journals were used to critically gather data on my teaching beliefs. Interviews were used to understand how others see me as a teacher and also contrast their beliefs with my own beliefs. Lesson plans were used to ensure that my beliefs were actually being applied in my praxis. The data that was collected in this study were manually coded using descriptive coding and in vivo coding. This research found that beliefs play an important role in the decisions you are going to make as a teacher. Specifically, this research found that in order to design activities to develop fluency, these activities need to have certain characteristics and need to be approached in a certain way and that whether you are able to adopt these characteristics and approaches depends on your teaching beliefs. Furthermore, this research found that my beliefs originated from past experiences as a teacher and being a university student and that these beliefs align with the characteristics and approaches needed to successfully develop fluency