The usage of controversial topics and peer feedback to foster adult learners’ fluency

Abstract

This study aimed to analyze the influence of debate on controversial topics in adult students’ speaking fluency through the support of peer feedback. The study was conducted with eight young adult learners with a B1 English proficiency level according to the Common European Framework of Reference for Languages (CEFR) at two different public universities, one located in Barranquilla and the other in Bogotá, Colombia. After observation and a needs analysis, it was found that students faced difficulties with speaking activities which leaded to propose the present study. Data was collected through a mixed method design approach in which qualitative data was gathered from surveys and students’ diaries and quantitative data from a pre test and post-test in the form of audio recordings. Information was analyzed through the grounded theory method. Findings revealed students’ engagement when discussing controversial topics, thus they tried to create solid arguments to defend their point of view. Peer feedback served to raise students’ error and improvement awareness and at the same time helped them increase their confidence when interacting with their partners. Both debate on controversial topics and peer feedback fostered participants' speaking fluency as they gained ease at speaking, raised their awareness, and developed their argument skills.