Abstract
This study examined the effects of a reading aloud program on improving learners’ reading fluency and English speaking test scores. The study also examined the relationship between reading speed and the scoring constructs of the speaking test. 28 Korean college students participated in the study for 12 weeks. They were asked to practice English speaking skills through the reading aloud program to improve their reading fluency and pronunciation. They were also given a pre- and a post-test of English speaking to measure their improvement. A post-intervention survey and interview were conducted to collect their perceptions of the effect of the program. A paired t-test produced significant mean difference between the holistic and analytic test scores of the pre- and post-tests. The mean difference of the participants’ reading fluency was also significant. However, there was not a high correlation between the reading fluency and scoring constructs of the speaking test. In addition, the characteristics of the improved group included significantly more studying time and improvement in overall speaking scores and sub-features. The implication of this study is that employing the reading aloud program is effective for improving EFL learners’ speaking competence.
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