Talking about talk: tutor and student expectations of oracy skills in higher education

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buir.contributor.authorAksit, Tijen
buir.contributor.authorAksit, Necmi
buir.contributor.orcidAksit, Tijen|0000-0001-6154-3656
buir.contributor.orcidAksit, Necmi|0000-0003-1382-6664
dc.citation.epage300en_US
dc.citation.issueNumber4en_US
dc.citation.spage285en_US
dc.citation.volumeNumber35en_US
dc.contributor.authorHeron, M.
dc.contributor.authorDippold, D.
dc.contributor.authorHosein, A.
dc.contributor.authorSullivan, A. K.
dc.contributor.authorAksit, Tijen
dc.contributor.authorAksit, Necmi
dc.contributor.authorDoubleday, J.
dc.contributor.authorMcKeown, K.
dc.date.accessioned2022-02-16T06:51:00Z
dc.date.available2022-02-16T06:51:00Z
dc.date.issued2021-03-23
dc.departmentFaculty Academic English Programen_US
dc.description.abstractAlthough participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for disciplinary study. An analysis of both quantitative and qualitative data found that disciplinary tutors placed importance on the cognitive dimension of oracy skills such as argumentation and asking questions, whilst students placed importance on linguistic accuracy. The findings also suggest that tutors and students lack a shared metalanguage to talk about oracy skills. We argue that a divergence of expectations and lack of shared terminology can result in compromising students’ access to valuable classroom dialogue. The paper concludes with a number of practical suggestions through which both tutors and students can increase their understanding of oracy skills.en_US
dc.description.provenanceSubmitted by Mustafa Er (mer@bilkent.edu.tr) on 2022-02-16T06:51:00Z No. of bitstreams: 1 Talking_about_talk_tutor_and_student_expectations_of_oracy_skills_in_higher_education.pdf: 1620768 bytes, checksum: 5392b00a53df93d2483b14f9707dfe81 (MD5)en
dc.description.provenanceMade available in DSpace on 2022-02-16T06:51:00Z (GMT). No. of bitstreams: 1 Talking_about_talk_tutor_and_student_expectations_of_oracy_skills_in_higher_education.pdf: 1620768 bytes, checksum: 5392b00a53df93d2483b14f9707dfe81 (MD5) Previous issue date: 2021-03-23en
dc.identifier.doi10.1080/09500782.2021.1895206en_US
dc.identifier.eissn1747-7581
dc.identifier.issn0950-0782
dc.identifier.urihttp://hdl.handle.net/11693/77407
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttps://doi.org/10.1080/09500782.2021.1895206en_US
dc.source.titleLanguage and Educationen_US
dc.subjectOracy skillsen_US
dc.subjectESL studentsen_US
dc.subjectDisciplinary studiesen_US
dc.subjectMetalanguageen_US
dc.subjectHigher educationen_US
dc.titleTalking about talk: tutor and student expectations of oracy skills in higher educationen_US
dc.typeArticleen_US

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