Improving Oral Performance through Interactions Flashcards

This report is based on an action research multiple baseline design study across five different qualitative aspects of spoken interaction used to evaluate the effectiveness of a flashcard system to improve oral performance in the ESL classroom. The participants were ten children attending third grade in a public school in Bogotá, and who were assessed as having low oral performance in spoken English language. Results showed that the Interactions Flashcards system was effective in improving oral performance in general and increasing levels in each one of the qualitative aspects of spoken interaction including range, accuracy, fluency, interaction, and coherence.