The Contribution of the Elevator Pitch to Support 11th EFL Graders’ Oral Fluency
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Abstract
This study adopted an action research design to analyze the contribution of the Elevator Pitch technique on English as foreign language learners’ oral fluency. Six 11th graders in a rural at-risk context in a vocational public high school in Hualqui, Chile participated in this study. The Elevator Pitch technique was implemented during seven sessions. Data were collected by conducting a pre- and post-intervention test and a focus group. The quantitative data were analyzed using descriptive statistics and the non-parametric Mann-Whitney Wilcoxon test; thematic analysis was used to categorize the responses from the qualitative data. Results suggest an improvement in oral fluency and a positive perception toward the technique used during the intervention, which illustrates how effective the Elevator Pitch technique could be among Chilean learners from similar contexts.
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