Integrating Reading Aloud, Writing, and Assessment Through Voice Recording With EFL Learning

Abstract

This study attempts to develop an EFL learning output activity by integrating reading aloud, writing, and assessment through voice recording. 62 college students participated in the activities for 15 weeks. Surveys, self-evaluations, and teacher evaluations were conducted and analyzed using the SPSS t-test to examine the students’ reactions to the activities. The survey results for the psychological questionnaires on confidence, anxiety, and attitude toward English were not statistically significant except with regard to willingness to practice English. The students became familiar with the activities and this might have led them to feel that they could improve their English skills through this repetitive integrated activity. Additionally, while students’ self-evaluation results in the competence for listening, reading, speaking, grammar, and vocabulary were statistically significant (p < .05), the competences for writing and pronunciation were not. Writing fatigue and pronunciation mistakes encountered during the activities might have contributed to students’ negative reactions in the confidence, anxiety, and attitude questionnaires. Nevertheless, it can be surmised that the integrated activities could help activate the English knowledge possessed by students. The methodology can also be recommended for use in EFL classes to make students become active participants and be aware of their English competence.