HOW DO TEACHERS VIEW STRATEGIC PLANNING AS CONTRIBUTING TO THE DEVELOPMENT OF SPEAKING IN EFL CLASSES?

Abstract

This study investigates how teachers view strategic planning as contributing to the development of speaking in EFL classes. The study is based around the following two research questions: How far are teachers aware of strategic planning and its potential function? How do teachers see a task with an internal preparation to production structure as contributing to the development of speaking? To answer these questions, a task was chosen with an internal preparation to production structure so that it represented the theory of strategic planning, and was used as the focal point for data collection. Interviews were conducted with eight teachers to see how they commented on the task’s internal features and whether they thought the task could develop learners’ fluency and accuracy skills. The findings showed that the majority of teachers believed the task could improve learners’ fluency and accuracy, which implies that strategic planning can develop different aspects of learners’ oral skills.