Strategies For Teaching Non-Native Children To Speak: An Action Research Study

Research Problem

This action research focuses on strategies for teaching non-native children between 4-6years old to speak. These are kindergarten students from one classroom located in a native speaking country. These students struggle with pronunciation and fluency in speaking English. For example, some have mispronunciations, lack of confidence and stuttering when speaking. This research borrows from strategies used in enhancing the English language among the non-native speaking children (Geay, et al., 2013). It is an analysis of some strategies applied in language development between 4-5 years. This features simple language for basic communication. At this stage, the brain is immature and unable to handle a lot of content. Speech exercises include steps and directions, self-expression and gestures. It questions whether students who are receptive to a new language will feel comfortable about it (Kirkpatrick, 2014). The study reiterates that such learners will imitate role models hence a native speaker if preferable.

Activities used by non-native speaking children to develop speaking skills

Numerous applications support preschool learning. Speaking the language regularly, incorporating song and games makes learning interesting (Pesce, 2018). Practicing language improves language skills. Effective tasks are those designed with principles or informed theoretical concepts (Slavin & Chambers, 2017). 

Children learn by fun and games because they practice and find exposure to effortless learning. The competitiveness in the games by supporting the learners. ESL learners have hidden abilities and they enjoy playing with their favourite games, which gives them the enthusiasm. Games provide an opportunity for the learner to learn from mistakes. Drawing the attention to the learner without being critical boosts their confidence. Drama is one way to allow students to participate in communication more often. It also gives them confidence for speaking and contextualising (Boonkit, 2010).

Story telling is effective because it cultivates effective communication in the learning environment. Non-natives learn grammar tactics by experience and children have a strong power of imagination. Stories told by parents and teachers enlighten the learners language skills shaping their vocabulary. This helps the student to explore their emotions and interact with reality. Research supports the involvement of students through an increase in student Talking Time (STT) instead of the Teacher Talking Time (TTT) (British Council, 2017). The use of pictures draws the learners attention to the

Audio-visual music titles with familiar words present a good way to start. ESL understand through vivid images and sound. Animated cartoons and presentations support early learning.  Music contains vocabulary and phrases that learners can imitate through repetition. Student participation helps the students to clarify what is right from what is wrong.

Background Information

The online platform has numerous YouTube platforms for practicing and participation (Sedova, et al., 2016). It gives the learner an opportunity to familiarise with language through an audio-visual platform. Students can access popular TV shows, cartoons and learning videos online free. Scientifically proven content provides an opportunity for learners in ESL based on Psychology and Linguistic  

Is there a way of teaching the non-native speaker children new strategies by using familiar previously learned strategies?

Teaching strategies for non-native speaking students in lower primary include Indoor and outdoor activities (Gill, 2013). The learning environment needs to expose learners to a practical setting in which teaching and learning involves daily communication. Language teaching methods include:

Direct method: This is the natural method used in teaching a native language to non-natives. It focuses on grammar and translation as oral skills through visual materials and induction. Learners learn about vocabularies, language presentation and pronunciation through different techniques. Among these is question and answers, dictation, reading, conversation, paragraphs and conversations. This method is effective for the target group, improves fluency, aids reading, listening, and students the use of mother tongue. However, it is also limited in that it is systematic and ignores aspects of the new language. It is not suitable for learners and it hinders application (Svaricek, et al., 2016).

Audio Lingual: This behaviourist approach involves training using a native language and introducing new words. This method focuses on training grammar using principles of behavioural psychology. This tactic supports techniques such as dialogues, listening, and pronunciation. It emphasises listening, speaking and reading. Simple language dialogue tasks include role-plays, comprehension, and concentration. Students learn about patterns in speech, performance and language adaptation. Audio-visual techniques capitalize on visual aids, functional language, pronunciation, and pattern practice (Roberts, 2014). This is disadvantageous in that it focuses on the teacher and the learner’s role is passive. 

Non-native learners have a problem when speaking new language because of lack of confidence. Strategies that encourage the development of confidence by the non-native student include speech development, proper pronunciation, intonation and terminologies. Offering instructions in native language clarifies information and (Bozorgian & Pillay, 2013). Having an open mind in a multilingual environment is important. Young learners need the motivation and a creative learning environment stimulates learning.

Research questions to solve and improve the problems identified

The action research investigate:

• The effectiveness of teachers in an ESL classroom
• Problems encountered by learners of ESL
• Strategies used in teaching speaking in an ESL classroom
• Impact of student behaviour in ESL

Students in this group struggle with reading naturally hence the need for an effective method of teaching (Yanagi & Baker, 2016). Native leaners are fluent in learning and speaking ESL while non-natives have difficulties. Primary level students are active learners who need creative learning approaches. At this level learners are at a foundation level hence require a multisensory approach featuring audio visual techniques. These techniques enhance recognition, task behaviour, and participation. Learners at this stage have trouble in:

• Listening
• Comprehension
• Learning new language

Games

ARPT 2- Action Research Planning Tool 2 

Data needed	From who?	How will you collect it?	Why?
Demographics ( quantitative data)	Student participants	Questionnaires	Questions designed try to understand attributes of the target group.
Data Planning	Available resources Participants	Students	These students struggle with pronunciation and fluency in speaking English. These are mispronunciations, lack of confidence and stuttering. The research uses strategies for enhancing English language among the non-natives.
Student perception ( qualitative data)	Student participant	Interviews	The interview process collects information about student perception of the language environment setting in order to devise appropriate social action required
Secondary data	Researchers ( Literature	Literature review	This is an analysis of the background information from secondary sources of research
Observational data ( Notes)	Classroom environment	Observation/Note taking	This is a process of discovering strategies used in learning by viewing and making conclusive remarks

ARPT 3- Action Research Planning Tool 3

Data Inferences on the problem/issue you identified

The demographic data reveals information about the target group showing the ability of both male and female students to speak a new language. This is a group of 20 learners aged 4-6 in beginners class.

Structured Interviews collect data from face to face conversations with interviewees. The questionnaires contain data on student perception on learning processes, strategies and learning environment. It provides a highlight of activities that student enjoy doing and the learning process ( See Appendix).

Observational data presents information about the learning environment. External factors influence the leaners motivation. This includes the interior and external factors, sounds, activities, colour and group.

The literature review analysis captures researched information from social science and education. This data from qualified academic and professional data featuring learning theories and concepts. It looks at studies done on competencies required for learners at the age of 4-6 years, classroom interactions, motivation and models of learning ESL.

The aim of this research is to:

• Identify problems experienced by non-natives in learning to speak a new language
• Determine factors influencing Non-native learners adoption of a second language at a lower primary level
• Highlight the role of strategic teaching practices in shaping non-native learners
• Suggest solutions to challenges experienced by non-natives in speaking a new language 

ARPT 4- Action Research Planning Tool 4

1. Research problem

This action research focuses on strategies used in teaching non-native children between 4-6years old to speak English.

1. Research goal

The goal of the research is to highlight strategies used by language teachers in kindergarten level. It seeks to identify problems faced by children at kindergarten level and solutions to such problems

1. What it seeks to achieve

The research seeks to find concrete solutions to preschool learning challenges in the ESL category 

Articulating smaller strategies for success…

What will you do to achieve your goal/change?	How will you implement the action(s) to achieve the goal/change?	When will you implement your action(s)?	What resources do you need, human and otherwise?	How will you measure success or progress?	What data do you need to collect to determine success or progress?	Where/from who will you collect the data?
Example 1 Identify topic of discussion	Carry out an annotated bibliography	20-21st April	Books, journals, reviews, research papers, academic papers	Clarity, definition of concepts and familiarization	-Updated data within 10 year timespan -Credible data	Self
Example 2 Develop the concept	Identify gaps in research	22nd April	Books, reference books, research papers and analytical reviews	Conception definition	Related concepts	Self
Example 3 Plan	-Set aside time -Validate knowledge -Carry out a pilot study of existing language problems among students -what approaches to use	24th April	-Time -Reliable data -valid data -participants -research reviews and previous research on the existing problem -Analysis tools	-Validity -Reliability -Reflection -Willingness of participants	-Criteria -Methodology -Research time frame	Self
Collection of baseline data	-Data documentation -creation of hypothesis -Raw data –	25th April	Questionnaire Stationery Data Collection strategy Sources of data	-data methods -data sources	-Qualitative -quantitative	Self

ARPT 5- Action Research Planning Tool 5

Results?

1. What is the problem/issue you want to solve/improve?

This research seeks to solve the challenges faced by non-native students in speaking English

1. What were your results?

From your action plan (ARPT 4)	Results
What did you do to solve your problem? What smaller strategies did you use?	How did you measure success?	What evidence did you use?	Did your approach work? Explain (in detail why/why not?)
1. Planned the data collection process 2. Collected data on: · what are some of the challenges faced when learning ESL · How do students develop a positive attitude? · How do learners cope with such challenges 3. Analysis of data	· Selection of target audience based on existing problems · Effective data methods · Reliable data · Quality data collection process -data coding -data patterns Organizing data	-Previous research records from secondary data Interview records Structured and unstructured questions Document analysis Background data Primary data Data patterns	This worked because I was able to distinguish between the research objectives and background data The project worked because of effective procedure and timely planning Limitations came about due to challenges in methodology, small sample and bias effects The approach worked due to smart planning, availability of data, resources and cooperation from participants Challenges due to conceptualization

Part 1B) Ethics Approval Form (attachment)

1B) Complete the Ethics Application Form to clarify your project and plan it in an ethical and legal way. 

Part 1C) What Have You Learned? How have you changed?

Drawing on the subject readings (please indicate which ones), respond to the following: 

Planning an action research project takes time and a systematic approach (Kemmis, et al., 2013). I had to identify a problem in the real world (non-native learner’s difficulty in speaking English). In order to narrow down on the topic of research I included a target group (kindergarten students). This allowed me to design the type of research with effective methods. First, I had to consider the availability of resources and the viability of the research. The concept formulation, design of research questions and tools led me to a data collection approach. A small research featuring 20 participants within my classroom was efficient because I was able to save time and resources. 

Stories

All I had to do was avail myself as the researcher for data collection, data entry and analysis.  Succeed; I had to draw a Gantt chart with a timeline for the main activities. For this project, I needed less than a month. I was able to access participants easily but I had challenges devising appropriate questions for my participants because they were at a tender age of 4-6 years. The design process included the development of the questionnaire, a pilot study and development of data analysis techniques. Carrying out physical interviews took one day but I needed additional time at this stage for making an appointment with some students. I managed to fill up 20 questionnaires representing the participants.

Ethical consideration in this research was important. I made sure that I obtained a letter of consent for the participant’s parents because they were underage. I also got a letter of approval from my department. As part of my professional ethos, I kept the data free from bias, plagiarism and misrepresentation. My focus was to contribute to knowledge development through a scientific study. I was successful in this agenda but I also faced challenges presenting reliable data because of the sample size, which affected the error margin. The data also had credibility issues because the participants were my students and I had to try to avoid bias.

In the end, I collected both qualitative and quantitative data, which was essential in making inferences. I made my objectives clear and one of my objectives was to offer solutions to learning processes in non-native classes. I was able to measure the success of the project by the literature review and research questions my project answered. The contribution made to scientific research was also remarkable. From the research problem, it was evident that non-native students experience challenges as early as in pre-school. It was difficult to pinpoint the gaps left in the findings but I was able to highlight its research contribution in the education as well as social sciences (Ary, et al., 2018)

In conclusion, I was privileged to use action research methods to develop a concept, and prove it through scientific interpretation. Finding objectivity in this project taught me to approach problems in life with an open mind. This research project was a solution that would benefit multiple agents of change. As a sole beneficiary of the research would help me solve classroom problems through an evidence-based solution with scientific proof. 

Music

This research plan looks at the strategies used to encourage non-native learners to adopt new language (Wittmer & Petersen, 2010). The research basis is on studies into the challenges faced by ESL students when learning to speak a new language. The development of communication competencies involving 4-6 year olds is a challenge because of the age factor, communication response and cognitive development. Communication challenges at this level includes pronunciation problems, lack of confidence, and mother tongue influence. Children at this stage are learning to speak fluently and using a second language requires vocabulary development, conversational cues, listening strategies and language response. 

In order to find solutions to the best learning approaches, this research targets a research project that delves into the target audience attributes. To define the validity of the research, the study looks at the findings in order to establish the truth about the scope of the strategies. Based on semi-structured interviews, the research taps into the causes of learning constraints in order to devise strategies (Ary, et al., 2018). The interpretation of the data analysis on the non-native speakers provides proof of the contrasting viewpoints highlighted in the literature review. The significance of the research is to identify gaps in the existing research by analysing existing data on non-native learner’s strategies. The research uses a survey in order to make conclusions about the findings. 

Proposed title for your research project

Effective Speaking Strategies for a Non-native Kindergarten Class for children between 4-6years.

Research aim

The aim of this research is to discover the most workable strategies for teaching speaking language to kindergarten non-native students.

Research questions

• Which is the best way to equip non-native children with speaking skills?
• What kind of activities are effective for learning in a non-native kindergarten class?
• Which is the best teaching strategy for speaking techniques in a non-native kindergarten, which has familiar or previously learned strategies?
• How can non-native children adopt to new language strategies for effective speaking techniques for a new language?
• What factors enhance language skills in a non-native speaking environment?
• How can teachers improve their language development skills for non-native learners between 4-6 years old?

The research adds value to professional techniques used in pedagogical learning and behavioural learning. Its application targets knowledge development through language among the kindergarten learners. It is effective in teaching practice for non-natives because it highlights challenges in the foreign language sector while making recommendations for possible solutions. This is an addition into contemporary research on non-native learner of EFL (Liaw, 2012). Focusing on the primary education level, the study gives findings that are useful to foreign language students, education policy makers, English teachers and curriculum developers. The use of creative strategies when teaching language starts with evidence based analysis of the existing challenges. It looks at the comparison between the student based approach as well as the teacher based analysis for perspectives on the most effective study methods. An analysis of multiple factors leads to different solutions based on the root causes. Finding an effective solution, the research defines the learning experience for the young learners through different pedagogical approaches.

Global Citizenship

Teaching non-native students to speak a new language can be a challenge in a multicultural setting (Baker, 2012). The British Council acknowledges that speaking English with confidence is a challenge for primary level students because of language challenges (Dumais, 2014). Among the problems faced by students at this level is lack of confidence, poor pronunciation and fluency issues (BBC, 2018). Listening is as critical as speaking hence activities used by non-native speaking children to develop speech vary. Pesce (2018) points out that regular participation in language through class and out of class activities improves the learning experience. Students at an early stage are children and they have prerence for fun and games. Practicing to speak language improves linguistic skills. Therefore, students need exposure to effective learning strategies designed with principles or informed theoretical concepts.

Oral fluency involves pronunciation, grammar and verbal communication. Teaching activities for children incorporate fun and games because children need to use less effort in learning. The task based learning using games is effective for ESL learners because children enjoy productive learning (Foster, 2013). Learners often face challenges coping with language difficulties because of the strategies employed. Teachers and curriculum developers invest in research in order to develop quality programs for effective teaching. At the foundational level, different elements are at stake hence the need for an error analysis to explore the challenges of teaching non-natives (James, 2013). Learning activities at 4-6 years involve dramatic representations, storytelling, the use of music, and audio-visual techniques (British Council, 2017). The development of language skills is a process that incorporates vocabulary usage. In order to enhance this learning process, teachers expose the students to an environment, which helps them to explore their emotions, interact in groups and connect with the real world.  

Student participation is critical and strategies such as Students Talking Time (STT) and Teacher Talking Time (TTT) are beneficial. Teaching ESL to young learners involves individuals and groups. Audio-visual techniques and applications are popular in the development of the learner’s psychological, behavioural and linguistic abilities. This is essential for common problems such as pronunciation and phonological codes (Faust & Borodkin, 2012). Fluency is a major challenge for language learners and teachers. This shapes speaking through grammar, listening, sound accuracy and sound patterns

Social integration is one of the familiar previously learned strategies that works well with non-native students. Having a multilingual class shapes the learning environment for effective interaction (Gill, 2013). A practical learning environment supports this kind of learning because it involves daily communication. Direct methods present a natural method used for teaching native language to the non-natives. Children love watching animated presentations and they will engage in role-plays for interactive learning. Therefore, there are internal and external factors affecting individual learners in a non-native learner’s class (Flewitt, et al., 2015). Shaping young learners with a positve attitude motivates them for the future. 

Teaching Strategies for Non-Native Speaking Students

The action research tries to find solutions to a common problem in society. Using a systematic and theoretical approach, it looks at the principles of research including data reliability (Kemmis, et al., 2013) and validity. This research uses a data collection process involving qualitative (demographics, percentile and tabulation) and quantitative data (inferential). The latter is effective in giving numerical data and analysis while the inferential data supports the evidence obtained. The collection of primary data through questionnaires supports the interview process. Questionnaires contain open ended and closed questions. The use of observation is a compliment to this mixed method approach (Zohrabi, 2013).

This research targets 25 young learners between 4-6 years old. These are non-native students from one classroom with one teacher. The students include 15 female and 10 male learners from a multicultural classroom. These are non-native English students in a reputable institution facing challenges in developing communication competencies. Some have challenges in grammar, pronunciation, fluency, listening, and speaking skills.

The research takes place within one month in April as shown in the Gantt table below. Although the research involved my teaching class, I had to obtain a letter of approval from the English language department. This was together with an ethics approval letter and a consent for parents of the participants. Dividend into a 4-week period the plan showed specific days for concept development, development of research questions, data collection, and data entry plus data analysis. Collecting data took more than a week because of the process involved. In order to keep time, I used the following Gantt chart as my organizational tool. Although I spent then least time on data entry, it was the most critical because it served as a compliment to the data collection stage. Using wrong data would compromise the quality of research. 

Detail	Week 1	Week 2	Week 3	Week 4
Concept development
Formulation of Research questions
Data collection
Data entry
Data analysis
Data presentation

This action research has a foundation that states a theory and seeks information to inform its context (Thornhill, et al., 2009). This cycle involves an evaluation process, a plan, action and diagnosis. It is knowledge application that focuses on change. In this case, it finds new direction to learning English as a foreign language through different learning strategies. The data collection process highlights the interventionist strategies thereby guiding the development of theory.

The use of quantitative and qualitative is essential in providing numerical and inferential data respectively. Interviews are effective as data collection tools for this type of research because of its simplicity and usability for the target groups. Details about then number of participants and their attributes brings out the strategies employed in learning, classroom interactions and preparation of learning materials. In order to prevent bias, the research focused on objectivity. However, it was not easy maintain this because of familiarity with the learners. Ethics was key in this process and its focus was on integrity of the process and obtaining the participants consent (Koshy, 2005).  

Factors that Enhance and Improve Teaching Skills

The use of primary and secondary data comes with benefits because the data collection builds on existing research. Primary data comprising of demographic and interview details is essential for raw data analysis. Having collected the qualitative and quantitative data, I was able to generate conclusive remarks from then research. Challenges encountered when administering the questionnaires include finding the connection between the learner’s grades as variables for techniques. This had an effect on the analysis because of challenges seeking credibility and reliability of information.  Analysing multiple variables calls for an effective definition of concepts. Reliability as a factor in action research supports the quest for consistency in yielding the same research, observing trends and checking the raw data for dynamics. However, the challenge lies in the reduction or errors. The validity of data is evident in the causal relationship between the dependent (Effective non-native learner teaching strategies) and independent variables (Learning strategies, learning environment, learning materials and motivational factors). The use of excel sheet analysis supports table presentations and graphs for effective and simplified data inferences.

The data interpretation is an exciting process that puts the hypothesis to the test (Macnaughton & Hughes, 2009). It looks at the learner’s ability, possible challenges and applicable strategies in learning language for foreign learner. Using a Likert Scale, the data presents information on the student perception of different learning instructions. It indicates a number of those who agree, strongly agree or disagree on a scale of 1-5. From this, the research highlights a standard deviation with percentages. Records indicate that some students prefer learning materials while others are keen on the teachers as an effective tool for learning. The result supports different studies highlighting the plight of non-native learners at the primary school levels. By identifying learning difficulties, the researcher makes suggestions for proficiency. 

Conclusion

This research plan is an action research based on a data collection and analysis process. This is a fact-finding mission designed to use critical thinking in order to find a solution to social issues. In my quest to understand the plight of young learners in a non-native language class, I decided to gather the baseline data as part of my fact-finding mission. I purposed to do this within a period of one month. Then process took stages and I had to create a timeline suitable for my activities as well as participants. I came across challenges when using certain tools and techniques but I decided to capitalize on the strengths of the research. The use of multiple methods was suitable for measuring data variables that would guide inferences from the findings. This research was an addition to previous research findings and was a proof of an underlying hypothesis. The literature review was effective in the formation of background information as a basis for the research. This research plan is a guide to social change through objectivity and a scientific process. It paves the way for future studies on this topic and others.

Research Questions to Solve and Improve Identified Problems

Complete an Application for Ethics Approval. You will find the relevant documents (including the application form, a template for information and consent forms, and an exemplar application)

Learning Rubric: Assessment

Assessment Criteria	Fail (Unacceptable) 0-49%	Pass (Functional) 50-64%	Credit (Proficient) 65-74%	Distinction (Advanced) 75 -84%	High Distinction (Exceptional) 85-100%
Knowledge and understanding of the purposes of educational research	Limited understanding of required concepts and knowledge Key components of the assignment are not addressed.	Paper shows developing understanding of the purposes of educational research, through some discussion of the aims, significance and application of the proposed research.	Paper shows sound understanding of the purposes of educational research, through explicit discussion of the aims, significance and application of the research (as well as the links between these areas).	Paper shows a well-developed understanding of the purposes of educational research, through detailed and sometimes insightful discussion of the aims, significance and application of the research for knowledge and practice, as well as the links between significance and aims.	The paper shows a high level of insight into the purposes of educational research, through clear, thorough, and consistently insightful discussion of the aims, significance, and application of the research for theory and practice. The links between these areas are clearly identified and highly relevant.
Development of research approaches and methods	Demonstrates insufficient awareness of appropriate research methods, or the ethical conduct of research.	The paper presents a clear plan for the implementation of the research, and provides detail of what will be done, and why. The scope of the project has been considered, but requires further refinement for the project to be achievable and appropriately systematic. Ethics application is complete, but will require amendments before submission to the Committee.	The paper presents a clear plan for implementation, which gives attention to how and why particular methods will be employed, and considers the evidence/research base underpinning this approach. The scope of the project may require further refinement. The ethics application is complete, and may require minor amendments prior to submission to the Committee.	The paper presents a detailed and thorough plan for implementation, justifying choice of methods in terms of a solid research/evidence base that reflects strong understanding of action research. The scope of the project is appropriate for the given context and task. The ethics application is complete and ready for submission to the Committee with only minor adjustments.	The paper presents a research plan that is clear and explicit in all aspects of implementation. Detail of how and why the research will use particular methods shows insight into action research approaches, and research more broadly. The ethics application is complete and ready for submission to the Committee.
Location of the proposed research within the field/discipline	The paper does not situate the project within an area of focus.	The proposal makes reference to an adequate range of research within a specific area to support claims made.	The proposal makes reference to a range of research relevant to the chosen topic. Links are made between this literature, and the proposed research.	The proposal presents a range of research relevant to the chosen topic, to support claims and highlight what is not known within the field (or own context). The paper also explores how the proposed research may build on this literature.	The proposal presents a broad range of research at both micro and macro levels, to support claims made and to position the current project. It is clear from this discussion that the research has the potential to make a contribution to knowledge.
Identification of issues/concerns linked to professional knowledge and setting	The paper does not link the proposal to a specific professional setting.	The paper proposes research that is relevant to a broad area of focus, and describes this focus adequately.	The paper proposes research that explores a particular issue, which is well-articulated and defined.	The paper articulates a clearly-defined and well-scoped issue for investigation. Links to the professional context are articulated.	The paper articulates a clearly-defined and well-scoped issue for investigation. Links to the professional context are clearly-defined and relevant.
Academic writing style	Difficult to understand, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Ethics application does not show any evidence of consideration of purpose/audience.	Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning may be difficult to follow. Ethics application shows some attempt to meet this purpose/audience, although further development is required to ensure fit for purpose.	Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow. Ethics application is presented in a manner that is clear and appropriate for the given audience and purpose.	Information, arguments and evidence are very well presented; the paper is logical, clear and well supported by evidence. All components reflect a strong awareness of audience and purpose, and are highly effective in meeting these requirements.	Expertly written; the paper is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. All components are fit for purpose and audience.

References

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James, C., 2013. Errors in language learning and use: Exploring error analysis. s.l.:Routledge.

Kemmis, S., Mc Taggart, R. & Nixon, R., 2013. The action research planner: Doing critical participatory action research. s.l.:Springer Science & Business Media.

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Pesce, C., 2018. 7 Techniques that will increasse student talking time-exponentially!. [Online]
Available at: https://busyteacher.org/13959-how-to-increase-student-talking-time-7-techniques.html

Roberts, T. A., 2014. Not so silent after all: examination and analysis of the silent stage in childhood second language acquisition. Early Childhood Research Quarterly, 29(1), pp. 22-40.

Sedova, K., Sedlacek, M. & Svaricek, R., 2016. Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, Volume 57, pp. 14-25.

Slavin, R. E. & Chambers, B., 2017. Evidence-based reform: Enhancing language and literacy in early childhood education. Early Child Development and Care, 187(3-4), pp. 778-784.

Svaricek, R., Sedlacek, M. & Sedova, 2016. Teacher Professional Development as a means of transfoming student talk. Teaching student classroom talk, pp. 14-25.

Yanagi, M. & Baker, A. A., 2016. Challenges experienced by Japanese students with oral communication skills in Australian Universities. TESOL Journal , 7(3), pp. 621-644.

Zohrabi, M., 2013. Mixed method research: Intruments, validity, reliability and reporting findings. s.l.:Theory and Practice in Language Studies.