V 4.6.2 Inferential Statistics Results
4.7 Qualitative Analysis of Speaking
4.7.1 Lexical Complexity and Productivity
4.7.4.1 Breakdown Fluency Filled Pauses
Students in both groups tended to make more filled pauses in both the pre- and post-tests in contrast to unfilled pauses. Overall, the frequency of pauses (filled and unfilled) produced by the EIST group was higher than for the ST group in both tests. In the qualitative analysis, it was found that students in both groups tended to produce filled pauses when they were trying to explain or elaborate their ideas and connect them with the correct words, and after they produced repairs. In CLAN, filled pauses were coded as &-, for example:
Pre-test …<when we have> [//] &-uh when you have tired of studying &-uh you can play some games on the phone or laptop or you can play monopoly.
(EIST, Student 13)
If we &-ah sleep &-ah less than six hours maybe we can get sick or like a headache or something &-ah &-ah and I feel like a tired.
152 Post-test Healthy lifestyle &-uh is important &-um because &-uh
when we sick we cannot do &-uh activity [//] &-uh more activity.
(EIST, Student 13)
Healthy eating habit is &-ah can help our body to stay healthy that we need our body &-ah to stay healthy because &-ah every day we must do a lot of work.
(ST, Student 07)
Unfilled Pauses
Unfilled pauses or silent pauses were found to be more prominent usually at the beginning of the sentence before a new idea was explained or elaborated. Unfilled pauses also occurred mid- clause but not as frequently as filled pauses. It is worth noting that the study did not look into pause length (e.g. short, medium or long pauses) but instead frequency of the unfilled pauses (i.e. how many repetitions of unfilled pauses) which occurred equal to or more than 250 milliseconds (see Section 4.4.2). For example:
Pre-test …then you have a happy life. (.) <the second> [/] (.) the second factor is &-uh have a good relationship with others.
(EIST, Student 15)
…from the best teamwork. (.) Next you also must to have a healthy lifestyle.
(ST, Student 09)
Post-test … and student must follow [/] follow the timetable. (.) So (.) that they get enough time to &-uh more [//] to do more work or task in a day (.) in a systematic way and avoid tiredness.
(EIST, Student 15)
So (.) eating [//] (.) student should eating properly for example eat some &-uh vegetable protein to help us required enough energy for the daily activities.
153 4.7.4.2 Repair Fluency
Types of repair fluency were sorted into repetition, reformulation, and replacement. False start is not shown because it was not present in the speaking data. Students were able to start each new sentence smoothly without abandonment or interruption.
Repetition
The results revealed that repetition was the most frequent out of all the repairs that occurred in the speaking tests. Students in both groups produced approximately the same frequency of repetitions in the post-test. However, there was a larger decrease in the number of repetitions by the ST group between pre- and post-test. Students in both groups were found to be repeating the same words or phrases as they were elaborating and explaining their ideas, which can be seen as another form of filled pauses. Repetitions in CLAN were coded as <original word> [/] followed by the repeated word, for example:
Pre-test We [/] we [/] <we do not> [/] we do not do something that will make they angry or (.) something.
(EIST, Student 01)
So <we need to balance> [/] &-ah we need to balance our &-ah time [/] time &-ah to (.) study.
(ST, Student 03)
Post-test Other than that <there are> [/] &-uh there are other things that we can do to overcome the tiredness.
(EIST, Student 01)
We can aiming [/] aiming something in &-ah our life.
(ST, Student 03)
Reformulation
In the quantitative analysis (see Section 4.6.2.5), both groups made progress between pre- and post-test but the ST group produced fewer reformulations in post-test than the EIST group and made a significant decrease. Through qualitative analysis, students were found to use reformulations when they repeated phrases or clauses but with some alteration mainly because
154 of incorrect grammar use and/or by adding new words they were left out in the previous sentence. In CLAN, replacements were coded as <incorrect word/phrase> [//] <corrected word/phrase>, for example:
Pre-test If you want to attain your happiness in life <you must be> [//] (.) you must have a positive thinking.
(EIST, Student 02)
<they just> [//] if they don't have class they just &-ah &- ah sleep at their room.
(ST, Student 06)
Post-test So after doing a lot of activities <we need to> [//] ↫s↫ <some rest to> [//] we need to rest &-uh and sleep according to the right time.
(EIST, Student 02)
(.) &-ah Other than that we also can pick exercise &-ah we [//] that we can enjoy.
(ST, Student 06)
Replacement
The frequency of replacement showed that students in the ST group produced more replacements that the EIST group. The qualitative analysis revealed that replacement used by the students in both groups was mainly to replace an incorrect word with another to suit the context better due to poor word choice being uttered in the previous sentence. Replacements were coded similarly to reformulations, for example:
Pre-test Next &-uh what the other contributing factor for a person to attend [//] attain happiness in our life?
(EIST, Student 12)
Have a healthy lifestyle is &-ah something about get enough sleep so that our life can be &-ah more energy [//] energetic.
(ST, Student 04)
Post-test So eating health [//] healthily can help you gain your energy and reduce your tiredness.
155 For point number two is have a health [//] healthy eating
habits.
(ST, Student 04)
4.8 Summary
This chapter discussed the results from both the quantitative and qualitative analysis of students’ performance on the speaking pre- and post-tests. The quantitative data were presented in descriptive (Section 4.6) and inferential statistics (Section 4.7). The statistical results showed that the EIST groups produced a larger variety of word types and tokens compare to the ST group. However, the qualitative analysis revealed that the ST group produced more complex and sophisticated language (e.g. the presence of abstract words). Neither group made progress in syntactic complexity and accuracy. The results also revealed that the ST group was more fluent than the EIST group at post-test, with a decrease in the occurrence of disfluencies over time. The following chapter discusses the findings of the questionnaire and the interview investigating students’ motivation towards learning and speaking English.
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