@article{oai:swu.repo.nii.ac.jp:00000375,
 author = {モラレス, アルネル・フランシス・ヴェラ and Morales, Arnel Francis Vera},
 issue = {912},
 journal = {学苑, Gakuen},
 month = {Oct},
 note = {In the period of continuous curricular crawl for TEFL in Japanese classrooms, there is a need to bring in worthwhile activities in a Speaking class, that focus much on student practice. A qualitative action research had been employed to present participants’ responses to a “Teacher-led small talk” activity. The said activity was delivered for one school year to about 160 first-year, non-English major students in a women’s university. Open-ended questionnaires and interviews for students and journals from teachers were used to disclose both their views and experiences. Data were extracted and themes were defined from the given questionnaires and interviews. Favorable findings have sprung up, such as: students building courage to speak, as embodied in increased volume of voice, making meaning and strategically expressing their thoughts with the target language. The activity has also demonstrated to be a good venue for peer learning and reviewing language structures learned. In addition, teachers find them as an igniting class warmer and a tolerant way for corrective feedback, and thus, allowing hesitant students to focus more on the use rather than form.},
 pages = {(49)--(62)},
 title = {Teacher-Led Small Talk as a Class Warmer: Promises for TEFL},
 year = {2016},
 yomi = {モラレス, アルネル フランシス ヴェラ}
}