Integrating the Four Strands, Narrative Pedagogy, and AI Tools in Culturally Responsive EFL Speaking Instruction: A Classroom Observation Study
DOI:
https://doi.org/10.35961/anc4cp17Keywords:
Four Strands, Culturally Responsive Pedagogy, Narrative Pedagogy, AI in EFL, Speaking InstructionAbstract
This study investigates how the Four Strands framework can be implemented in English as a Foreign Language (EFL) speaking instruction through the integration of narrative pedagogy, culturally responsive teaching, and artificial intelligence (AI) tools. Conducted in an Indonesian university classroom, the research involved four observations across a four-week unit, with each session focusing on one strand: meaning-focused input, language-focused learning, meaning-focused output, and fluency development. Data were collected through structured observation notes and student interviews, focusing on classroom activities, teacher and student roles, and the use of digital tools. Findings show that the Four Strands were effectively operationalized through culturally resonant folktales, explicit instruction on narrative structures, scaffolded oral retellings, and culminating storytelling presentations. Teacher roles shifted from content provider to facilitator and coach, while students progressed from receptive listeners to active producers and reflective performers. AI tools, including ChatGPT, ElevenLabs, Yoodli, Padlet, and Mentimeter, supported multimodal input, individualized feedback, and collaborative reflection. Student responses revealed increased confidence, fluency, and cultural pride, with many noting that sharing familiar stories in English enhanced both linguistic skills and identity affirmation. The study concludes that integrating AI tools into established pedagogical frameworks can enrich culturally responsive teaching, offering a replicable model for EFL speaking instruction.
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