Developing English-Speaking Skills through Socratic Questioning in Online Synchronous Learning
Keywords:
English-speaking Skills, Socratic Questioning, Online Synchronous LearningAbstract
Online synchronous learning is a digital teaching platform that supports learning in the time of the pandemic. However, it provides less speaking participation for students. This study explores the effectiveness of Socratic questioning in developing students’ English-speaking skills during their online synchronous class. This study used the Pre-experimental - one-group pretest and posttest design. Thirty-five (35) students who were asked for their consent participated in this study. The study was conducted in one of the classes in Purposive Communication in a private college in Cagayan de Oro City, Philippines, for the first semester of the AY 2020-2021. The instrument used in assessing students' English-Speaking Skills is the Student Oral Observation Matrix (SOLOM), taken from the Riverside County Seal of Multiliteracy (2008). The study used Paul's (2001) model of Socratic questioning. Based on the findings, through the lens and principles of reasons, Socratic questioning helped improve students’ English-speaking skills in pronunciation, vocabulary, grammar, fluency, and comprehension. The result of this study confirms Paul's (2001) model of Socratic questioning, stressing that by working through an organized procedure of framing questions during discussions and other oral-related activities, learners are disciplined and trained to speak and reason. This finding, therefore, calls for the need of teachers to utilize Socratic questioning in their online synchronous learning to develop student’s skills in speaking, which in turn enliven their active participation in the virtual class.
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