Journey: Journal of English Language and Pedagogy
In an early issue of Journey, Prasetianto (2019) argues that the best way to promote oral fluency in the Indonesian context is through information gap activities, and that small-group discussion activities are not appropriate. This article addresses misunderstandings in this position and clarifies why true communicative competence cannot be developed in controlled activities like information gaps. It discusses the role of accuracy in communicative competence, particularly in relation to emerging varieties of English, and notes the reluctance of some teachers to remove themselves from the center of the classroom and allow students to engage in authentic discussion, which is essential for the development of true fluency. Finally, it presents research indicating that students overwhelmingly value the opportunity to engage in authentic conversation with each other and the ability to see and correct their mistakes. Through this response to a critique of a student-led activity, I hope to demonstrate that a more learner-centered approach to oral communication and corrective feedback is possible, effective, and enthusiastically welcomed by our students.
fluency, accuracy, communicative competence, corrective feedback
Hunter, J. (2022). STUDENT FLUENCY AND TEACHER AUTHORITY. Journey: Journal of English Language and Pedagogy, 4(2), 75-81. https://doi.org/10.33503/journey.v4i2.1682
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.