[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589193-105":59,"doc-detail-589193-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","factors-promoting-speech-analysis-of-output-during-discussion-activities","Factors Promoting Speech - Analysis of Output During Discussion Activities","","Sixty-one Japanese junior high school students participated twice in an online English group conversation lesson. In the first half, each student delivered an individual presentation to a Filipino instructor and peers. In the second half, they joined instructor-facilitated discussions where the instructor asked relevant questions. Statistical analysis identified a significant difference in the maximum number of words spoken between the two discussions. Further discussion attributes the increase to willingness to communicate, having things to communicate, anxiety, self-confidence, and instructors’ intervention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-promoting-speech-analysis-of-output-during-discussion-activities/589193/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-promoting-speech-analysis-of-output-during-discussion-activities/589193.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many students participated, and how many times was the lesson conducted?","Question",{"text":112,"@type":113},"Sixty-one junior high school students participated twice in an online English group conversation lesson.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the study find about students’ spoken output across the two discussions?",{"text":117,"@type":113},"Statistical analysis showed a significant difference in the maximum number of words spoken between the two discussions.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were discussed as reasons for the increase in words spoken?",{"text":121,"@type":113},"The increase was discussed in terms of willingness to communicate, having things to communicate, anxiety, self-confidence, and instructors’ intervention.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589193,1792172038,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Factors Promoting Speech: Analysis of Output During Discussion Activities  \nFumiya Shinozaki,1  \nOsaka Kyoiku University, Japan  \nSatoshi Yokoyama,2  \nTennoji Junior High School Attached to Osaka Kyoiku University, Japan  \nDOI: 10.35974/acuity.v8i1.2983  \nAbstract  \nSixty-one junior high school students in Japan participated twice in an online English group conversation lesson. At the first half of a session, each student gave an individual presentation to a Filipino instructor and the other group members. At the second half of the session, they conducted discussions, where the instructor, as the facilitator, asked each student relevant questions. The present study first determined if there would be a change in the maximum number of words spoken in discussions between the first and second online English conversation lessons. As the result of a statistical analysis for the discussions, there was a significant difference between the maximum number of words spoken during the two discussions. Since a significant change was admitted, a further discussion was conducted to clarify the reasons for the change. The factors of the increase in words spoken were discussed in terms of willingness to communicate, having things to communicate, anxiety, confidence, and instructors’ intervention. All of them were thought to affect the increase. The findings suggest that (1) it is important to set some activities for students to strengthen their own opinions about topics in advance and (2) it is effective not to end with a single practice but to provide at least two opportunities for the output and interaction with others.  \nKeywords: impromptu conversation, willingness to communicate, having things to communicate, anxiety, self-confidence, instructors’ intervention  \nINTRODUCTION  \nThe World Englishes Model categorizes countries that use English into three: the inner circle, the outer circle, and the expanding circle (Kachru, 1985) . People in the countries of the expanding circle learn English as a foreign language. In these countries, English is basically not used outside the classrooms. Therefore, it is controversial as to how possible it is to secure opportunities to use English authentically. According to a study on EFL learners’ environment conducted at an international university in Japan, students can find opportunities to use English outside of the classroom on campus at which there are international students. Unfortunately, those living offcampus have fewer opportunities (Lee, Browne, & Kusumoto, 2011) . In reality ,unless students personally strive to find such opportunities, it is quite rare to use English as a means of communication with people from other countries. Although assistant language teachers promote students’ English use in class, providing individual students with experiences of output is limited especially when the class size is large.  \nCorresponding Author: Fumiya Shinozaki, English Education Department, Osaka Kyoiku University, 4-698-1 Asahigaoka,  \nKashiwara, Osaka, Japan, [582-8582. email:](582-8582. email:) [fshino@cc.osaka-kyoiku.ac.jp](fshino@cc.osaka-kyoiku.ac.jp)  \nOne possible solution to increase opportunities to speak English is to take advantage of online conversation lesson services. Rodrigues and Vethamani (2015) compare an online learning program and a general intensive English program at a university in Malaysia, indicating that the former enables greater language proficiency and stronger self-confidence than the latter. This result suggests possible development not just in English proficiency but in self-confidence when speaking with native speakers. Moreover, repetitive online video lessons with Filipino instructors, carried out at a junior college in Japan, promoted learners’ confidence in English communication while suggesting the possibility of lowering their anxiety (Mita, 2014) . In this way, there is a possibility that online conversation lessons facilitate improvement in speaking proficiency ","cbCaibrWQatr87DP","https://ap.wps.com/l/cbCaibrWQatr87DP","pdf",431608,24,"English","# Abstract\n# Introduction\n## Background on opportunities to use English authentically\n## Online conversation lessons and affective factors\n## Willingness to communicate (WTC) and related constructs","[{\"question\":\"How many students participated, and how many times was the lesson conducted?\",\"answer\":\"Sixty-one junior high school students participated twice in an online English group conversation lesson.\"},{\"question\":\"What did the study find about students’ spoken output across the two discussions?\",\"answer\":\"Statistical analysis showed a significant difference in the maximum number of words spoken between the two discussions.\"},{\"question\":\"Which factors were discussed as reasons for the increase in words spoken?\",\"answer\":\"The increase was discussed in terms of willingness to communicate, having things to communicate, anxiety, self-confidence, and instructors’ intervention.\"}]","Factors Promoting Speech - Analysis of Output During Discussion Activities | PDF",1792066729]