References
- Arkoudis, Sophie, and Lachlan Doughney. 2014. Good Practice Report: English Language Proficiency. Department of Education, Skills and Employment. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/1489162/GPR_English_language_2014.pdf.
- Bobkina, Jelena, and Elena Domínguez Romero. 2022. Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments. Computer Assisted Language Learning 35, no. 7: 1384–1406. http://doi.org/10.1080/09588221.2020.1802294.
- Braun, Virginia, and Victoria Clarke. 2019. Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health 11, no. 4: 589–597.
- Brown, Gillian, and George Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.
- Byrne, David. 2022. A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity 56, no. 3: 1391–1412.
- Celce-Murcia, Marianne, Zoltan Dörnyei, and Sarah Thurrell. 1995. Communicative competence: a pedagogically motivated model with content specifications. Issues in Applied Linguistics 6, no. 2: 5–35.
- Cohen, Louis, Lawrence Manion, and Keith Morrison. 2013. Research Methods in Education. London: Routledge.
- Dippold, Doris, Stephanie Bridges, Sue Eccles, and Emma Mullen. 2019. Taking ELF off the shelf: developing HE students’ speaking skills through a focus on English as a lingua franca. Linguistics and Education 54. https://doi.org/10.1016/j.linged.2019.100761.
- Dippold, Doris, Marion Heron, Tijen Akşit, Necmi Aksit, Jill Doubleday, and Kara McKeown. 2020. Oral skills development in pre-sessional EAP classes and student transition to academic disciplines: an investigation in Anglophone and non-Anglophone EMI settings. ELT Research Papers. https://www.teachingenglish.org.uk/sites/teacheng/files/L017_ELTRA_FINAL.pdf.
- Doherty, Catherine, Margaret Kettle, Lyn May, and Emma Caukill. 2011. Talking the talk: oracy demands in first year university assessment tasks. Assessment in Education: Principles, Policy & Practice 18, no. 1: 27–39.
- Fereday, Jennifer, and Eimear Muir-Cochrane. 2006. Demonstrating rigor using thematic analysis: a hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods 5, no. 1: 80–92.
- Foreman, Charlotte, and Ali Musawi. 2021. Evaluating teaching excellence from a disciplinary perspective. In Exploring Disciplinary Teaching Excellence in Higher Education: Student-Staff Partnerships for Research, eds. Marion Heron, Kieran Balloo, and Laura Barnett, 39–55. Cham: Palgrave Macmillan.
- Gaunt, Amy, and Alice Stott. 2018. Transform Teaching and Learning Through Talk: The Oracy Imperative. Maryland: Rowman & Littlefield.
- Goh, C. C. M. 2014. Reconceptualising second language oracy instruction: metacognitive engagement and direct teaching in listening and speaking. The Asian Journal of English Language and Pedagogy 2, no. 1: 1–31. https://ejournal.upsi.edu.my/index.php/AJELP/article/view/1096.
- Hampel, Regine. 2009. Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. International Journal of Innovation in Language Learning and Teaching 3, no. 1: 35–50.
- Harsch, Claudia, Anika Mueller-Karabil, and Ekaterina Buchminskaia. 2021. Addressing the challenges of interaction in online language courses. System 103: 102673.
- Heron, Marion. 2019. Making the case for oracy skills in higher education: practices and opportunities. Journal of University Teaching & Learning Practice 16, no. 2: 9.
- Heron, Marion, Sally Baker, Karen Gravett, and Evonne Irwin. 2023. Scoping academic oracy in higher education: knotting together forgotten connections to equity and academic literacies. Higher Education Research & Development 42, no. 1: 62–77.
- Heron, Marion, Doris Dippold, Anesa Hosein, Ameena Khan Sullivan, Tijen Aksit, Necmi Aksit, Jill Doubleday, and Kara McKeown. 2021a. Talking about talk: tutor and student expectations of oracy skills in higher education. Language and Education 35, no. 4: 285–300.
- Heron, Marion, Doris Dippold, and Alina Husain. 2021b. How dialogic is the online space? A focus on English speaking skills. TESL-EJ 25, no. 3: 3.
- Hill, Beverley. 2021. It’s good to talk: speaking up for oracy in the management classroom. The International Journal of Management Education 19, no. 2: 100462.
- Hodges, Charles B., Stephanie Moore, Barbara B. Lockee, Torrey Trust, and Mark Aaron Bond. 2020. The difference between emergency remote teaching and online learning. https://vtechworks.lib.vt.edu/bitstream/handle/10919/104648/facdev-article.pdf?sequence=1&tnqh_x0026;isAllowed=y.
- Holliday, Adrian. 2007. Doing and Writing Qualitative Research. London: Sage.
- Huxham, Mark, Fiona Campbell, and Jenny Westwood. 2012. Oral versus written assessments: a test of student performance and attitudes. Assessment & Evaluation in Higher Education 37, no. 1: 125–136.
- Jackson, Denise. 2014. Business graduate performance in oral communication skills and strategies for improvement. The International Journal of Management Education 12, no. 1: 22–34.
- Kohnke, Lucas, and Benjamin Luke Moorhouse. 2022. Facilitating synchronous online language learning through Zoom. RELC Journal 53, no. 1: 296–301.
- Lea, Mary R., and Brian V. Street. 1998. Student writing in higher education: an academic literacies approach. Studies in Higher Education 23, no. 2: 157–172.
- Loewen, Shawn, and Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51, no. 3: 285–329.
- Mah, Adeline Shi Hui. 2016. Oracy is as important as literacy: interview with Christine C.M. Goh. RELC Journal 47, no. 3: 399–404.
- Mercer, Neil, Paul Warwick, and Ayesha Ahmed. 2014. Developing a Toolkit to Assess Spoken Language Skills in the Classroom: Final Report of a Project Carried out in Partnership with School 21 and Funded by the Educational Endowment Foundation. University of Cambridge. https://thinkingtogether.educ.cam.ac.uk/downloads/oracy2014/The_Cambridge_Oracy_Assessment_Project.pdf.
- Mercer, Neil, Paul Warwick, and Ayesha Ahmed. 2017. An oracy assessment toolkit: linking research and development in the assessment of students’ spoken language skills at age 11-12. Learning and Instruction 48: 51–60.
- Moorhouse, Benjamin Luke, Yanna Li, and Steve Walsh. 2023. E-classroom interactional competencies: mediating and assisting language learning during synchronous online lessons. RELC Journal 54, no. 1: 114–128.
- Payne, J. Scott. 2020. Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals 53, no. 2: 243–249.
- Qi, Qi, Linyu Liao, and Cecilia Guanfang Zhao. 2021. I didn’t even know if my students were in class: challenges of teaching English speaking online. Journal of Asia TEFL 18, no. 4: 1455.
- Rehn, Nicki, Dorit Maor, and Andrew McConney. 2018. The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development. Technology, Pedagogy and Education 27, no. 4: 417–429.
- Speak for Change. 2020. https://oracy.inparliament.uk/files/oracy/2021-04/Oracy_APPG_FinalReport_28_04%20%284%29.pdf.
- Trust, Torrey, and Jeromie Whalen. 2021. Emergency remote teaching with technology during the COVID-19 pandemic: using the whole teacher lens to examine educator’s experiences and insights. Educational Media International 58, no. 2: 145–160.
- Walsh, Steve. 2006. Investigating Classroom Discourse. London: Routledge.
- Walsh, Steve. 2014. Classroom Interaction for Language Teachers. Alexandria, VA: TESOL International Association, TESOL Press.
- Wilkinson, Andrew. 1965. The concept of oracy. Educational Review 17, no. 4: 11–15.