Abstrakt
This research brings result of the development of speaking skills, which have been learned in this process: (1) input record, (2) then activities in multimedia lab (speaking, grammar, vocabulary exercises) and (3) output record. Both recordings have been analyzed as (i) self-evaluation(students are listening to their own recordings and giving feedback themselves), (ii) peer-feedback (one student is giving feedback to another ones, and (iii) feedback from the teacher.
A modified scale for the school leaving examination was used as evaluation tool during this research. This research demonstrates how a multimedia language lab can be used for free speaking development using student-driven learning.
This research was conducted among 41 Czech students, divided in three groups (with 12 - 14 st. in each group, aged 17-19) at secondary school. This research took almost three months and for the validation of the results there would be conducted similar research, which should take two months from now.
From the teacher's point of view there was improvement in students' free speaking skills, but the students themselves didn't see huge improvement. It could be caused by using the same criteria for both records by the teacher, but the students could expect higher results and they have been judging themselves more strictly than during input record evaluation.
Last but not least this research brings the description of one tool which could be used for development of free speaking skills.