Abstract
This thesis explores the feasibility of integrating general conversation classes with a formal public speaking training course through modification of the Toastmasters International Speech Training Program (TISTP) undertaken in an advanced EFL classroom-based context. This modified speech training program features low-threat conversation activities followed by a meeting-format speech-training program with multi-roles activity design through which every participant is required to speak and interact with one another. Each role has its specific meeting function and training purpose that may contribute to leadership development and more effective communication. This one-semester long ethnographic study investigated how these advanced learners acquired their communicative competence and enhanced their public speaking skills. Since language learning takes place through interaction, group dynamics and role relationships were closely observed. The focus of this study was on their learning process and outcome. Data collected were from questionnaires, interviews, video recordings of subjects’ speech performance as well as their action logs, observers’ classroom observations and the evaluation of an outside evaluator. Findings suggest that learners welcomed the modified Toastmasters International Speech Program in an atmosphere of low-threat conversation activities accompanied by constructive tension under meeting-format speech training. From the subjects’ perspective, the diversified task-based intensive interaction activities activated their language knowledge and increased their communicative competence through strategic competence training. The meeting-format role-play enabled them to be immersed in a variety of meeting-function roles. Such role relationships heightened their awareness of different aspects of particular language use due to the fact that the relationship people have with each other in an act of communication usually influences the way they speak to each other. The findings derived from the subjects’ action logs and two observers’ journals also indicated that through self-assessment and self-reflection, these subjects had become autonomous and self-directed learners that enabled them to be the co-constructors of their learning context along with and in addition to their teacher’s instruction. With the aid of intensive interaction during conversation sessions and role-plays during the meeting-format speech training, the classes developed into a cohesive group where subjects felt secure enough to use their L2 and were supportive and inspiring toward one another’s learning. With the teacher as instructor, facilitator, and group leader, and the subjects as the active participants, these two language classes were transformed into groups with strong bonds. Such team spirit and group dynamics sustained subjects’ motivation and helped them remain active participants throughout the semester–long course. Through role-taking, observation and participation when immersed in this modified speech training program, subjects discovered the new roles they could perform well and modified their self-concept in addition to advancing their communication competence, making their public presentations more successful and enjoyable.