The Development of EFL Students' Speech Fluency: A Phase Transition Investigation Based on a Complex Dynamic Systems Perspective

Autor/in	Marzuki, Dony
Titel	The Development of EFL Students' Speech Fluency: A Phase Transition Investigation Based on a Complex Dynamic Systems Perspective
Quelle	In: AILA Review, 36 (2023) 1, S.112-133 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marzuki, Dony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Speech Communication; Language Fluency; English (Second Language); Second Language Learning; Second Language Instruction; Systems Approach; Language Proficiency; Phonemes; Learning Strategies; Teaching Methods; Theory Practice Relationship; Language Research; Undergraduate Students; Foreign Countries; Language Tests; Public Speaking; Indonesia; Test of English for International Communication + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Systemischer Ansatz; Fonem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Sprachforschung; Ausland; Language test; Sprachtest; Vortrag; Indonesien
Abstract	This study investigated phase transitions in EFL students' speech fluency development using a complex dynamic systems perspective. Two students with different proficiency levels were selected from an intact speaking class. These students learned and practiced specific strategies to improve their speech fluency. Phase transitions were analyzed based on three criteria: sudden jumps, anomalous variance, and qualitative change in the attractor. Number of syllables was used as the speech fluency measure. The results suggest that only the higher-proficiency student underwent one phase transition. These findings imply that a short explicit fluency strategy training intervention could improve the speech fluency development of high-proficiency students in EFL classrooms. The results have implications for theory and pedagogical practice relating to EFL students' speech fluency development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01