Teaching the English language requires a broad vision of what you want to achieve during the teaching-learning process. Thus, in this section, the aim is to make known what the ECRIF method consists of, what are the skills of the English language, what is the importance of developing speaking skills, and identify some of the factors that influence the development of speaking.
ECRIF METHOD. (Encounter; Clarify; Remember; Internalize; Fluency)
The ECRIF method was developed by Josh Kurzweil and Mary Scholl between 2004 and 2005 while they were writing the book Understanding Teaching through Learning for McGraw-Hill and the International Training School. It has been used in many SIT TESOL certification courses, as well as in a variety of workshops delivered by governmental and non-governmental organizations (Ahmad, 2018). Although it was originally developed for teachers of English, it has also been adapted by teachers who teach other subjects such as history and mathematics, as well as vocational instruction such as using computer software and operating construction equipment.
It is a method that helps the teacher to check how their students are learning a new language. In addition, through this method, teachers can find a way to make foreign language learning effective (Al-Mobayed, 2016). The goal of this method is to provide strategies of what to do and what not to do and to find the style in which students can learn best.
Use of ECRIF.
Brawn (as cited in Tosuncuoglu, 2017) considers that the main idea of the ECRIF method is to focus on the learning process, where teachers can verify it through the appropriate activities in which students learn best. This means that ECRIF is a practical method where the teacher monitors the teaching-learning process through the activities that students carry out as they learn; In other words, they are the ones who are discovering and building knowledge.
Through this method, the teacher can plan the activities to be carried out in the classroom. ECRIF can be applied to:
• Plan lessons and adapt materials that are available such as books. (Pondering for action)
• Evaluate in which stage of the learning process the students are during the class (reflecting in action)
• Reflect on student learning after class (reflecting on the action) (Freeman, 2017, p.24).
ECRIF content.
It includes activities such as storytelling, role-plays, images, recordings, activities to match and categorize, brainstorming, among others. According to Tosuncuoglu (2017) the content of the word ECRIF is as follows:
Encounter (encounter).
This first stage is where the encounter with a new language is activated and the student becomes familiar with the unknown. Students see or hear a new language and find that they don't know something. Questions such as: What is this? I don't know this! The purpose is to introduce students to a new language and knowledge so that they can use it fluently for good communication in and out of the classroom. The activities that can be used in this stage of the method are: activities to link answers, identify correct and incorrect answers, concept verification questions.
Clarify (clarify).
Students try to distinguish the meaning and form of the new language. You probably think, Oh, I see what it means. Oh, I see how it's pronounced, how it's spelled, how to use it in a sentence. This stage contains activities of eliminating and filling in the blanks, word search, guessing games, matching, reading
Internalize.
Upon reaching this stage, students can remember enough information in the new language, to later begin to use it in activities and flow naturally. Includes guessing games, debates, role-playing, activities to complete information, discussions.
Fluency.
Fluency is interconnected with all the aforementioned activities and is where students demonstrate how they use the new language in a real context through tasks that enhance communication, in other words, speaking. All this is done by the student in a creative way and without the help of the teacher. In this stage, the activities are developed among the students and in small groups.
This method and the entire process are aimed at giving students the prominence of the class.
Following the sequence and fulfilling the activities of each stage, the teacher will be able to make strategic decisions based on the purpose of the method.
Student-centered teaching through ECRIF.
The selection and sequencing of activities, as appropriate, in a learning experience will be carried out through the ECRIF method. This provides a set of micro guidelines for the five stages (Ramos, 2016). These guidelines will help teachers make strategic decisions based on the purpose and key principles of each stage in planning, teaching, and evaluating lessons more effectively daily.
Through the ECRIF method and the entire process that it entails, it gives the teacher the sense that the teaching-learning process requires constant planning, design, and evaluation to ensure effective instruction. It does not suggest a correct way of teaching, it allows flexibility according to the great variety of activities that can be used in each stage of the method.
English language skills
The term dexterity comes from the suffix "Dextrous" which is understood by quality, while in Latin it is "dextra" which means right. The Royal Spanish Academy states that it is "Ability, art, property with which something is done." That said, it is understood that the term dexterity refers to the ability to do things well, that is, to do them “with the right”.
Skill is the manifestation of a series of elements, or a solid set guided by the imagination by the mind, and by all those aspects that develop within us through sensations and their interpretation.
For everything that, although it is expressed through physical elements, does not need them to transform and evolve. The skills are developed in several areas, in this section, we will focus on the language skills that are the fundamental axes in learning a new language.
Writing.
Harmer (2012) states that the written text has a series of differences that separate it from speech.
Aside from differences in grammar and vocabulary, there are issues of the letter, word, and text formation, manifested in writing, spelling, layout, and punctuation. There are different techniques for practicing writing, both inside and outside the classroom. Therefore, a choice must be made between them when deciding whether the goal is for learners to focus more on the written process or your product. If creative writing is desired, the author suggests creative tasks such as writing poetry, stories, and games. These activities have several characteristics, the main one being that the result often feels like some kind of achievement and most people take pride in their work and want it to be read.
Read. (Reading) Likewise, for Harmer (2012) the reading must be extensive and intense because through it the maximum benefit can be obtained. To achieve a successful long reading, one of the fundamental conditions is that the students can understand it, if they are struggling to understand each word, they can hardly read for pleasure, which is the main objective of this activity. This means that texts must be provided that are easily accessible to students and with a suitable vocabulary.
Hear. (Listening) It is of great importance to mention that listening skills are the key to receiving messages more effectively. Vandergrift (2015) states that: “Listening comprehension is an immensely integrative skill and plays a vital role in the language learning process, promoting the emergence of other language skills” p. (Four. Five). As a result, awareness and training in proper listening comprehension strategies can help students benefit from the linguistic input they are receiving.
Speak. (Speaking) Boonkit (2010) in his article Enhancing the Development of Speaking Skills for Non-Native Speakers of English states, “The skill of speaking is one of the four macro skills necessary for effective communication in any language, particularly when speakers do not use their mother tongue ”p. (1305). There are four skills in learning a new language, one of them is speaking, which
represents the ability to speak fluently. It is relevant to mention that developing this skill is a challenge.
Importance of speaking skills.
Efrizal (2012) stated that speaking is the way to communicate ideas and messages orally. If we want to encourage students to communicate in English, we must use the language in actual communication and suggest that students carry out the same communication process.
The importance of speaking is indicated by the integration of other language skills. Speaking helps students develop their vocabulary and grammar skills and then improve their writing skills. In addition, through this skill, students can express their emotions and ideas; speak, discuss and show the various functions of language. Talking is vitally important outside of the classroom. Therefore, language speakers have more opportunities to find work in different organizations and companies.
Factors that affect speaking skills.
According to Mahripah (2014), the ability to speak of students of English as a foreign language is affected by some linguistic components of the language, such as phonology, syntax, vocabulary, semantics, and psychological factors such as motivation and personality. Phonology is an aspect of language learning that represents a great level of complexity for learners of English as a Foreign Language. The pronunciation of English words is not similar to their spelling. This can cause problems for non-native English speakers and difficulty producing English words, phrases, or dialogue. EFL students must know words and sentences. They need to understand how words are broken into different sounds and how sentences are emphasized in specific ways. Grammar competence can help speakers correctly apply and perceive the structure of the English language that leads to its fluency (Latha, 2012).
The role of speaking skills in language learning and teaching.
When it comes to teaching, Goh and Burns (2012) describe four categories of speaking skills that serve as useful benchmarks when planning a lesson. These four categories of conversation are:
• Correct pronunciation
• Speech function, how a student requests or explains something or expresses thanks or wishes.
• Managing interaction, including taking turns and regulating conversations, as well as the use of verbal and non-verbal language.
• The organization of discourse implies creating coherence and cohesion through the structure and choice of words. Consequently, teachers must help students acquire meaningful fluency as well as conversational listening skills.