Improving Speaking through Self-assessment of Role-Play Facilitated by Padlet

Abstract

The aim of this study was to enhance student’s speaking skills through role-play by guiding self-assessment strategies facilitated by Padlet. This research was conducted with twenty senior year students from a public institution in San Cristóbal Island- the Galápagos Islands, Ecuador. This action research project was implemented in five weeks, collecting quantitative and qualitative data from pre and post-tests, a self-assessment rubric, field notes, and an interview. The effect size from quantitative data proved a moderate impact, Cohen’s d= 0.26 as a result. Qualitative data and field notes showed positive results in the student's speaking and a positive acceptance of self-assessment strategies to enhance their language learning. The innovation reinforced grammar, vocabulary, pronunciation and interactive communication. Some main results emerged from this research. Speaking was enhanced by guiding self-assessment as part of speaking skills, helping students to become more independent as a result of the new technologies available and use of the Padlet platform. Findings from this innovation have implications for teachers who want to strengthen speaking skills in public schools in a different way.