Fluency in spoken English: challenges and strategies for philology students

The study focused on determining the oral fluency in English of Grade 12 students using oral assessment. It employed various statistical tools namely frequency, percentage, mean, standard deviation, ANOVA and Least Significance Difference (LSD) in determining the respondents’ fluency in speaking, meaning and ideas, sentence structure, and vocabulary extent. Findings showed that respondents’ level of oral fluency in English was average as an entire group. As to the particular dimensions, the respondents’ level of fluency was low in speaking and meaning and ideas, average in sentence structure and very high in vocabulary. Significant differences were only noted in fluency in speaking and sentence structure when the respondents were grouped according to academic strand. Exposure to the language contributes to the improvement of the respondents’ oral fluency in English.

This study was an attempt to investigate the relationships among Attention-Deficit/ Hyperactivity Disorder (ADHD) and speaking complexity, accuracy, and fluency (CAF) among Iranian EFL learners. To fulfill the purpose of this study, the teachers and parents of 593 male students were given the Farsi version of the CSI-4 ADHD diagnostic questionnaire, out of which 61 students scored above the cut-off score of nine in both the teacher and parent questionnaires. These students then sat for a sample speaking section of the Key English Test (KET); the interviews were scored by two raters according to the measures of CAF. The data were thus analyzed and the results revealed a significant positive correlation between ADHD and speaking fluency; in contrast, a significant negative correlation was observed between ADHD and speaking complexity and ADHD and speaking accuracy. The regressions disclosed that ADHD is a significant predictor of complexity, accuracy, and fluency in speaking. The findings of this study have pedagogical implications for both parents and teachers in contact with students with ADHD with respect to the importance of identifying such students and thus planning and monitoring their progress.

This study investigates how four key factors - English exposure, learning environment, motivation, and teaching pedagogy - affect English speaking fluency among high school students, using both qualitative and quantitative research methods. The findings indicate that frequent exposure to English, an engaging learning environment, and effective teaching pedagogy significantly enhance students' speaking fluency and motivation. Qualitative results show that students who interact with English regularly, whether through classroom activities or extracurricular engagement, demonstrate better fluency and enthusiasm. A dynamic and supportive learning environment, combined with interactive teaching strategies, fosters higher levels of student participation and motivation. However, the study acknowledges several limitations. The small sample size used in the qualitative phase may not fully represent the broader student population, potentially impacting the generalizability of the findings. The reliance on self-reported data in the quantitative analysis introduces the possibility of bias, which could affect the accuracy of the results. The study also notes that focusing on a limited set of factors might overlook other influential elements such as individual learning styles or external pressures. Future research should aim to include a larger and more diverse sample, explore a broader range of factors affecting English fluency, and incorporate various activities and technological tools to address these limitations. By expanding the scope of research and incorporating these suggestions, more comprehensive strategies can be developed to improve English speaking fluency among students. This approach will provide valuable insights for educators and policymakers, assisting them in designing more effective language programs and interventions that enhance students' communicative competence and overall language proficiency.

Second or foreign language learners often get difficulty in speaking fluency, which can be called as disfluency. Disfluency can be caused by some problems such as difficult task and lack of practice. Retelling a life story is one of the activities in teaching speaking which can be used by teachers in the EFL classroom. This study aims to find out the effectiveness of using Students’ Life Story by retelling technique in improving speaking fluency. The research design used in this study was Pre-Experimental Research with a quantitative approach. This study was conducted in three meetings. As the instruments, the researcher used the test which was pre-test and post-test. The subjects of this study were 36 students of X Science 6 class at Senior High School 3 Lumajang. The result of this research showed that life-story-retelling technique can help the students in improving their speaking fluency. This study was considered successful when there was a significant result between students’ score in pre-test and post-test. Thus, it can be concluded that life-story-retelling technique successfully improved the students’ speaking fluency. Keywords: Speaking Fluency, Students’ Life Story, Retelling Technique

Speaking English fluently in social and professional settings has become a major requirement in the Tourism industry. With this in mind, this action research study explores how the Tandem application supports the speaking fluency of Tourism students in English. The study’s sample was comprised of seven participants from a Chilean professional institute who took part in four weekly online intervention sessions. Participants used the Tandem app to communicate with native and non-native speakers of English through voice messages during and after the intervention sessions. Their oral fluency was assessed by contrasting their speech rate and use of long pauses during a pre-and a post-session English fluency interview. Additionally, participants´ perceptions were collected through a semi-structured interview conducted in Spanish. Findings revealed that there was a slight, but nonetheless statistically significant in accordance with the Wilcoxon test, improvement in the fluency of their speaking. Participants agreed that the use of the application as a tool was beneficial and helped them to increase their speaking fluency and confidence by interacting with native and non-native speakers of English.

Communicative language teaching is a very popular approach in the EFL class, which is also advocated in many Asian countries. Is it effectively applied in the Chinese EFL classes so far? The current situation of the communicative language teaching in China was not persistently implemented due to many constraints. However, this article aims to indentify a gap between the principle of CLT and its practice in the EFL class. The research in the article is associated with the EFL learners’ speaking fluency and the context of communicative language teaching. Thus, an observation of adopting the 4/3/2 activity in the high schools in China is to point out the lack of speaking fluency development is neither beneficial nor sufficient for CLT; to find out the major achievements of the speaking fluency practice in long term; and to justify the speaking fluency is a trainable skill in the context of CLT. Nonetheless, the obtained results indicate both the EFL teachers and learners are taken into account for the effectiveness and achievement of fluency development in speaking. Findings in data and factor analysis suggest that the EFL teachers should draw attention on relevant pedagogical implication and the EFL learners are strongly encouraged to put efforts on learning strategies. Such considerations are necessary to be involved in the EFL teaching and learning. Therefore, the conclusion of study is, within a collaborative learning environment, the implementation of the speaking fluency is took place dramatically to enhance the effectivenesses of CLT and that indeed needs a long term effort, patience and monitoring in the EFL class.

Productive vocabulary size (PVS) and speaking fluency (SF) are two aspects among other important aspects of language that should be mastered by students. It is caused by the fact that PVS and SF are getting the important places and significance in the college compared with the level of the previous education in the senior high school (SMU). This study is an attempt to discover the vocabulary achievement and speaking fluency level of English students of FKIP Universitas Serambi Mekkah. Three research questions were formulated : (1) how is the vocabulary achievement of the English students of FKIP., (2) how is the speaking fluency level of the English students of FKIP., and (3) what is the correlation between vocabulary size and speaking fluency level of English students of FKIP?. The study was descriptive and quantitative in nature. The target population of the study was all last semester students of English Department of FKIP. The sample was drawn randomly from the accessible population whose number was 66 students. The research instruments which were developed to collect the data were completion test and oral test. The completion test was used to measure the vocabulary achievement, and oral test was used to measure students' fluency in speaking. Nevertheless, an interview was also utilized to obtain supporting data. The collected data were analyzed to determine the highest, and lowest scores, mean scores, and the correlation between vocabulary and speaking fluency level. The result of the analyses showed that the mean score of vocabulary (PVS) was 60.40, the mean score of speaking fluency level was 64.95, and the correlation between vocabulary and speaking fluency was 0,77. These scores were classified as average according to the standard of performance issued by the Department of National Education, 1982/1983. However, some students did not master productive vocabulary and fluency skill. Because the vocabulary size of the students was still far from satisfactory, suggestions were put forward to the teachers, lecturers, and students of English. For this purpose, the suggestions are concerned with the attempt to improve the students' vocabulary size. Key Words : Vocabulary, size, speaking, fluency.

This research study aims to investigate the strategies employed by English as a Foreign Language (EFL) learners to overcome speaking anxiety in the classroom. Speaking anxiety is a significant challenge faced by EFL learners, hindering their development of fluency and confidence in speaking. However, there is limited understanding of the specific strategies used by EFL learners to cope with and overcome this anxiety in the classroom context. This study adopts a qualitative research design, utilizing interviews and observations to gather in-depth data from EFL learners. The findings reveal a range of strategies employed by participants, including cognitive strategies (positive self-talk, visualization, and reframing anxious thoughts), preparation and practice, a supportive learning environment, gradual exposure and desensitization, and emotional regulation techniques. These strategies contribute to the effective management of speaking anxiety and the promotion of speaking proficiency among EFL learners. The insights from this study provide valuable implications for educators and practitioners, enabling the development of targeted interventions and instructional approaches to support EFL learners in managing their anxiety and enhancing their speaking skills. By addressing speaking anxiety effectively, language teaching and learning practices in the EFL context can be improved, fostering a positive and inclusive environment for EFL learners to develop their speaking abilities with confidence.

This Classroom Action Research study investigates the effectiveness of incorporating video blogs (vlogs) into English language instruction to improve speaking fluency among junior high school students. The study addresses the traditional focus on grammar and writing in Indonesian English education, which often leads to foreign language anxiety and limits students' oral communication skills. By integrating vlogs, the study aims to provide a low-pressure environment for students to practice speaking, thereby reducing anxiety and enhancing fluency. The study involved 30 eighth-grade students from a public junior high school in Indonesia. Using a Classroom Action Research (CAR) approach, the intervention included vlog assignments, peer feedback, and reflective practices. Data was collected through pre-tests, post-tests, observation sheets, student questionnaires, and peer feedback forms. Quantitative analysis showed significant improvements in speaking fluency, pronunciation, and coherence, with mean scores increasing from 2.4 to 4.1 in fluency, 2.8 to 3.7 in pronunciation, and 2.5 to 3.9 in coherence. Qualitative data revealed that 82% of students experienced reduced anxiety, 88% reported increased motivation, and 91% felt their speaking skills improved. The findings align with Vygotsky’s sociocultural theory and Piaget’s theory of cognitive development, emphasizing the role of social interaction and self-directed learning in language acquisition. The study concludes that vlogs are an effective tool for enhancing speaking fluency and reducing anxiety in junior high school students. Recommendations include integrating vlogs into regular speaking practice, encouraging structured peer feedback, and providing clear guidelines to support student autonomy. Future research should explore the long-term impact of vlogs on language proficiency and address potential challenges such as student self-consciousness.

In this study, we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners, and to draw implications for effective teaching methodologies. By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights, the study uncovers a dynamic correlation between language motivation and speaking fluency. The research findings indicate that heightened language motivation can positively impact learners’ speaking fluency, while improved oral skills, in turn, bolster learners’ language confidence and motivation. Building on these insights, the study proposes impactful teaching approaches, such as cultivating learners’ enthusiasm for language acquisition, providing diverse opportunities for oral practice, and fostering active engagement in language communication. These strategies are designed to enhance language motivation and speaking fluency among learners, offering valuable guidance and reference for educators.

The course of higher mathematics occupies a special place in the system of training specialists in economics. The article discusses the issue of effective use of interactive methods of teaching higher mathematics to students of economic profile. The importance of the use of interactive methods is emphasized as one of the means of forming in students such qualities as: independence, initiative, creative thinking, communication, the ability to quickly and effectively solve the assigned professional tasks. Interactive methods contribute to the development of the rational-logical, emotional sphere of the student. The definitions of the concept of "interactive teaching methods" are given. The main tasks of interactive teaching of higher mathematics are considered, the main idea of interactive teaching is described. The main forms of interactive learning that can be used in lectures and practical classes in higher mathematics are considered. The features of the organization and conduct of such forms of classes as: a problem lecture, a lecture with a mistake, a lecture-conversation, a practical problem lesson, a business game are described. Topics from higher mathematics on which the above forms of interactive learning were implemented are listed. The results of the questionnaire survey of students which indicate the effectiveness of using the listed forms of organizing the educational process using interactive teaching methods are given.

The aim of this study is to examine the relationships between reading fluency, writing fluency, speaking fluency, reading comprehension, and vocabulary. A correlational survey method was used in the research. The data for the study were collected in the 2018-2019 academic year. A total of 94 5th grade students from 9 different schools, 8 state schools and 1 private school, in the city center of Kars formed the study group and the socioeconomic levels of the students were homogeneous. According to the results, vocabulary is the skill with the highest number of correlations with other skills, which indicates the importance of vocabulary. Fluency skills had a relationship with each other in some dimensions such as accuracy and speed. Reading comprehension skills were correlated with other variables mostly in three dimensions (total score, scores for informative text, and scores for inferential questions), although not in all dimensions. The results of the study are discussed in light of the literature.

The article deals with the artistic echoes of the ideas of the German romantic author E.T.A. Goffman in the novel “The Collector” by the English postmodernist J. Fowles. 
 The aim of the study is to prove that Hoffmann’s concept of dividing people into inhabitants and artists, burghers and creative persons, ordinary and elected ones, i.e., philistines and enthusiasts, found its artistic echo in the images and situations of the novel “The Collector” by J. Fowles; as well as to generalize and adapt scientific and theoretical material on this problem to the students of philology while their preparation for practical and seminar classes. The research methodology is to extrapolate Hoffman’s concept of enthusiasts and philistines to the text of the “Collector”, as well as to determine the confrontation between these two types of people as one of the leading themes of Fowles’ novel. Research results. It is emphasized that Hoffman has divided all his characters into two unequal groups: enthusiasts and philistines. It is established that in Hoffmann’s stories the world of enthusiasts symbolizes full of life existence with all the richness of ideas, emotions, contradictory and complex feelings typical for a search person; the world of philistines, instead, personifies a dim imitation of a real life, i.e. a “mechanized” existence, in which there is no creative impulses, creative initiative. In his works Hoffman warns mankind of the danger of such existence emphasizing the need to protect the world of enthusiasts. It is proved that Hoffman’s thoughts were prophesied. Less than 150 years later, their echo has found its artistic reflection in the works of modern English writer John Fowles, in particular in the novel “The Collector”. In the images of the protagonists Miranda and Frederick Clegg, John Fowles depicted two opposite worlds, which are considered a symbolic continuation of the confrontation of Hoffmann’s enthusiasts and philistines. Miranda represents a modern type of enthusiast, a search person who is choked with emotions and feelings, intuitively realizing that this is the meaning of her life. Clegg generalizes a modern type of a philistine – an ambitious, limited tyrant, full of hidden malice and hatred for those who are spiritually richer and smarter. Hoffman’s warnings have also come to the fore in the fact that philistines can make enthusiasts their victims, as it is illustrated in the novel on the example of the tragic fate of Miranda. Scientific novelty. Reminiscences of Hoffmann’s ideas about the confrontation between enthusiasts and philistines, generalized in the images and types of “The Collector” by J. Fowles, reminding of the eternal antagonism between love and hatred, good and evil, creative living principles and a mundane existence, constitute the scientific novelty of this article.
 Practical significance. The results of the study can be used for further research of J. Fowles’ literary heritage. The article will be also useful for the students of philology while their preparation for seminars and practical classes.

The nursing profession is dynamic and requires interdisciplinary practice to acquire essential knowledge and skills, emphasizing the importance of a wide range of skills.This study investigated the associations among three courses in the College of Nursing at Tobruk University. The study comprises Computer, Communication Skills, and Epidemiology offered in their 3rd year. Correlational analysis was conducted using data from three academic years (2021-2022, 2022-2023, and 2023-2024). The results revealed significant positive correlations between all three courses, indicating a strong interrelationship. The highest association appeared between Communication Skills and Epidemiology (r=>0.725) across all AY. Despite varying mean scores albeit appearing to be increasing across the years, the overall pattern of positive associations persisted. The findings suggest that these three essential skills should be included in a thorough nursing education to prepare students for the demands of the profession. Curriculum adjustment and interactive teaching methods are recommended to further students' academic and professional skills.

This research examined whether role-play exercises improved Jordanian EFL students' speaking fluency. Fifty intermediate EFL students were studied for six weeks. The experimental and control groups were randomly assigned. Both groups got classroom instruction and speaking practice; however, the experimental group also participated in role-plays. Pre- and post-tests assessed participants' speaking fluency. The research compares the fluency levels of a role-play group with a typical classroom teaching group. The experimental and control groups differed significantly in speaking fluency development. Role-playing improved speaking fluency more than the control group. These findings imply that role-playing may improve Jordanian EFL students' speaking fluency. Role-play games help students to utilize the target language spontaneously and naturally, improving speaking fluency and confidence. Thus, EFL teachers should use role-play to develop students' speaking abilities.