Predictors of English as second language learners’ oral proficiency development in a classroom context

Abstract

AbstractThe study investigates whether the relationships between complexity and fluency of English as second language (ESL) learners’ in‐class oral presentations as well as their individual differences (ID) and L2 oral proficiency change over time. Individual oral presentations completed by 76 ESL learners were audio‐recorded both at the beginning and end of a 15‐week semester. Each speech‐sample was rated for proficiency by two expert raters using the TOEFL speaking rubric. Linguistic variables included syntactic complexity indices, lexical sophistication indices, and breakdown and speed fluency measures. Learners’ first language background, age, gender, previous L2 learning experiences, and class‐levels were the ID variables. The results show that articulation rate was predictive of development in oral proficiency over time, and intermediate learners were more successful in developing their proficiency.