English additional language student teachers’ development of oral strategic competence and confidence during lectures

Abstract

Developing oral strategic competence along with discourse competence in English additional language student teachers is crucial in the South African context and globally, as the demand for English instruction increases. This paper argues that using English as a tool of learning interaction during lectures affects student teachers' oral strategic and discourse competence and confidence, both positively and negatively. Two data collection tools were used in this study, namely drawings and unstructured interviews. Drawings illustrated how participants perceived themselves during lectures when they had to speak in English. Unstructured interviews were conducted after participants completed their drawings. The analysis found that collaborating with fellow students in making meaning of oral communication during lectures, increased students’ oral competence and their confidence because they were communicating in smaller groups. However, in certain situations, collaborating with students also decreased student teachers’ confidence. Furthermore, reciprocal facial expressions and the body language of those who engaged orally with the student teachers, increased oral confidence as it served as an indication to students that they were understood. Based on the findings, recommendations are made regarding interactions during lectures for lecturers and lecturing practice in relation to its effects on the development of oral strategic competence and confidence in student teachers.