Developing EFL Learners' Speaking Fluency: Use of Practical Techniques

Autor/inn/en	Ghasemi, Ali Asghar; Mozaheb, Mohammad Amin
Titel	Developing EFL Learners' Speaking Fluency: Use of Practical Techniques
Quelle	In: MEXTESOL Journal, 45 (2021) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Teaching Methods; Oral Language; Language Fluency; Student Placement; Language Tests; Speech Communication; Second Language Learning; Second Language Instruction; English (Second Language); Concept Mapping; Comparative Analysis; Classroom Techniques; Pretests Posttests; Test Preparation; Foreign Countries; Iran (Tehran); International English Language Testing System + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Schülerpraktikum; Language test; Sprachtest; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Concept Map; Klassenführung; Ausland; Language tests; Englisch
Abstract	This research explores the role of concept mapping and speech repetition in developing EFL learners' oral fluency. Eighty language learners, after passing an in-house placement test, were randomly assigned into two equal experimental groups. The data analyses demonstrated that both groups' oral fluency significantly improved when they were trained to apply concept mapping and 4/3/2 technique. It was argued that concept mapping helps them take a more active role to effectively organize the concepts, plan their tasks, and monitor their activities. Besides, repetition techniques may lead to linguistic proceduralization and automaticity which results in positive changes in underlying cognitive mechanisms and ultimately contributes to long-term and transferrable effects on speaking fluency. Furthermore, a semi-structured interview was run to triangulate the data. This paper discusses some implications for instructors and educators. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01