The impact of Classical Education techniques, drilling and teacher-led discovery, on speaking accuracy in 8th-grade students
Abstract
This research paper examines the effectiveness of Classical Education in the teaching-learning process of English in a private institution in Cuenca. The primary objective of this action research piece is to analyze the learning progress of the students in teacher-centered lessons in which drilling, and teacher-led discovery techniques were used. The research employs a qualitative approach given that it is the report of an action research study carried out in two cycles in the context in which the researcher is currently working. After implementing a diagnostic, a need was encountered and the previously mentioned techniques (i.e. drilling and teacher-led discovery) were implemented to see whether or not they could be useful. Data were collected by combining data collection tools such as semi-structured observation, rubrics, diagnostic tests, and summative assessment. Through the implementation of two classical education-derived techniques mentioned before, it was found that 73.68% of students successfully addressed challenges in conjugating the simple present tense affirmatively in speaking exercises, with 39.47% demonstrating proficiency in negative conjugations during freer oral practice.
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