Using Explicit Phonetic Instruction and Performative Output Training for Improving Speaking Ability in an EFL Classroom

Abstract

In the English as a foreign language (EFL) teaching classroom, many methods are used to improve learners’ speaking abilities. This study assessed two form-based pronunciation training methods: explicit phonetic instruction (EPI) and performative output (PO). Specifically, it examined the effects of EPI training and PO training on Dutch high-school EFL learners’ speaking abilities in three aspects: self-efficacy, language anxiety and the production of mechanics. It furthermore examined the correlation between self-efficacy and language anxiety in an EFL classroom setting. The experiment was set up using an interrupted time-series design with a control group and a training group. The PO training was found to have a significant effect on students’ self-efficacy scores, affirming the usefulness of this method for improving affective factors influencing speaking ability. Neither of the training types had a significant effect on language anxiety or production of mechanics. Self-efficacy and language anxiety scores showed a strong, negative correlation after PO training, demonstrating that training programs based on performative output have a mediated effect on language anxiety. However, this study was restricted by several limitations due to the COVID-19 pandemic, which may have impacted its findings.