The Effects of the Lexical Approach on EFL Learners’ English Speaking in an Online Class

This study focuses on the effects of utilizing the Lexical Approach (LA) in the development of speaking confidence and proficiency of students in online conversation classes, in a university in Chungcheongnam-do, South Korea. The participants were 70 students at the university (Freshman to Senior) having undergone 30 hours of Practical English classes in over 15 weeks during the fall semester of 2020 through the Learning Management System platform. The study centered on the students’ ability to solicit meaning from a particular context, their use of fixed and semi-fixed expressions, collocation preferences, and speaking confidence development. Research data was collected as follows: a survey, pre/post-test on collocation, interview, and recorded selfie videos. Quantitative and qualitative methods were utilized to identify the impact on students’ learning. It tapped the use of descriptive research in analyzing the gathered data. Findings proved a significant improvement in the students’ speaking proficiency to identify meaning from context, use of fixed and semi-fixed expressions, and collocation preferences. It also proved, based on personal assessment and data gathered, that students’ confidence levels increased. The resulting productive strategies were discussed in terms of activating English Conversation classes using the LA.