Effects of Shadowing and Tracking on Intermediate EFL Learners' Oral Fluency

Autor/inn/en	Yavari, Fereshteh; Shafiee, Sajad
Titel	Effects of Shadowing and Tracking on Intermediate EFL Learners' Oral Fluency
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.869-884 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Teaching Methods; English (Second Language); Second Language Instruction; Language Fluency; Instructional Effectiveness; Oral Language; Late Adolescents; Young Adults; Iran + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; Oral interpretation; Mündlicher Sprachgebrauch; Halbstarker; Young adult; Junger Erwachsener
Abstract	The present study attempted to explore the effects of employing shadowing and tracking on Iranian EFL learners' speaking fluency. From among 112 intermediate Iranian EFL learners at Jahad Danesheshgahi Language Institute in Isfahan, Iran, 60 were selected in the wake of administering the Preliminary English Test and divided into four groups: shadowing group (SG), tracking group (TG), shadowing and tracking group (STG), and control group (CG). The data elicitation techniques employed as the pre-test and post-test were semi-structured interviews in which learners answered several questions. Fluency scores were derived out of the formula suggested by Yuan and Ellis (2003). One-way between-groups ANOVA and paired samples t test were used to make between-groups and within-group comparisons and to discern whether the participants in each group could gain an advantage from their specific methods of instruction. The analysis of the obtained data via SPSS indicated that (a) the successful performance of the participants in the experimental groups was shown to be attributable to using shadowing and tracking techniques as tools for improving oral fluency, and that (b) among these experimental groups, STG was shown to be significantly better than the SG, which in turn was significantly better than TG. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01