The Contribution of the Elevator Pitch to Support 11th EFL Graders’ Oral Fluency

This study adopted a mixed method approach with an action research design. The aim was to determine the impact of information gap activities on young English as a foreign language learners’ oral fluency. Information gap activities were based on the communicative approach as well as on task-based learning. Twenty-three eighth graders participated in this action research. The students were immersed in a multicultural and at-risk context in a public high school in southern Chile. Their English-speaking level fluctuated between A1 and A2. The technique was applied over the course of a semester (ten weeks). Data were collected by applying a pre-test, post-test, and focus group questionnaire. Results suggest an improvement in oral fluency and a positive perception of the technique used during the intervention.

This study examines the impact of tourism-based role-play activities on students’ oral fluency in English, using a mixed-methods approach to understand both performance outcomes and learner perceptions. The research was conducted with secondary and early tertiary-level EFL students who participated in simulations of real tourism scenarios, including hotel check-ins, travel inquiries, guided tours, and restaurant interactions. Quantitative data were collected through pre- and post-tests assessing speech rate, accuracy, and lexical variety, while qualitative insights were obtained from student reflections and semi-structured interviews. Results indicate a significant improvement in oral fluency, particularly in spontaneity, confidence, and pragmatic language use. Students reported feeling more motivated and less anxious when practicing English within meaningful and context-rich tourism situations. The integration of authentic tasks also fostered collaborative learning and enhanced cultural awareness. Overall, the findings support the use of tourism-based role-play as an effective pedagogical strategy to strengthen communicative competence in EFL settings. The study highlights the need to incorporate experiential and context-embedded activities within English curricula to promote more natural and purposeful language production.

This research investigates the impact of digital storytelling as a pedagogical modality to enhance the speaking and writing skills of English as a Foreign Language (EFL) learners. A review of secondary sources indicates that educators have increasingly integrated digital storytelling with Artificial Intelligence (AI) technologies, thereby improving the feasibility of these methods to bolster EFL learners’ speaking and writing competencies. Despite the potential benefits, many learners encounter challenges in effectively utilizing educational technologies, which hampers their academic development. Concurrently, educators face infrastructural constraints that inhibit the implementation of digital storytelling in traditional educational settings. This study employs a mixed-methods approach, incorporating both qualitative analysis of secondary literature and quantitative analysis from primary research. Thematic analysis has been conducted on relevant journals and articles to align with the research objectives. Additionally, a survey was administered to 20 EFL participants, whose responses provided insight into the research questions. The findings indicate a significant improvement in oral fluency, accuracy, and learner confidence in speaking, alongside enhancements in grammatical accuracy and creativity in writing. Both students and teachers report positive responses towards digital storytelling, highlighting its engaging nature. However, challenges, particularly regarding technical limitations, remain evident. Consequently, while digital storytelling emerges as a highly effective language teaching strategy, further development is required to refine its format and integration with mainstream educational materials.

The increasing presence of Artificial Intelligence (AI) in education has significantly influenced how English as a Foreign Language (EFL) learners develop spoken proficiency. This systematic review explores the most recent mobile platforms designed to support speaking development, applying the PRISMA methodology to ensure an accurate and thorough literature selection. Academic works were extracted from databases including Scopus, Web of Science, Google Scholar, and SciELO. The review focused on three guiding inquiries: (1) What AI-based mobile apps are used by English teachers? (2) How do such apps contribute to independent speaking practice? (3) What constraints are associated with their classroom integration? The analysis indicated that mobile applications positively impact oral fluency through features like real-time correction, individualized practice routines, and improved learner autonomy. These tools enhance flexibility in language acquisition, allowing learners to manage their practice schedules and receive targeted support. Nonetheless, implementation challenges such as technological inequality and algorithmic limitations were identified. Future exploration should address these concerns to maximize the pedagogical potential of AI-enhanced mobile learning.

Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language, including theories of proceduralization. Learners of English as a foreign language (hereafter referred to as EFL learners) often find it difficult to achieve oral fluency, a key construct closely related to the mental state or even mental health of learners. According to previous research, this problem could be addressed by the mastery of formulaic sequences, since the employment of formulaic sequences could often promote oral fluency in the long run, reflected in the positive relationship between formulaic sequence use and oral fluency. However, there are also findings contradicting the abovementioned ones, without adequate explanations. This study aims to explore the roles of formulaic sequences in oral fluency, taking into account the relationship between formulaic sequence use and oral fluency. This study investigated 120 pieces of spoken narratives by Chinese EFL learners, using both quantitative and qualitative methods, combined with artificial intelligence techniques. Results of canonical correlation analysis showed that the frequency of formulaic sequences was significantly related to speed fluency (r = 0.563, p = 0.000) and breakdown fluency (r = 0.360, p = 0.001), while the variety of formulaic sequences was significantly related to repair fluency (r = 0.292, p = 0.035). Case studies further demonstrated that formulaic sequences could contribute to oral fluency development by promoting speed and reducing pausing when retrieved holistically, but they sometimes lost processing advantages when retrieved and processed in a word-by-word manner. The inappropriate use of formulaic sequences also neutralized the facilitative effects of formulaic sequences on repair fluency and could mirror speakers’ occasional tendency to sacrifice repair fluency for the improvement of speed and breakdown fluency when using formulaic sequences. Pedagogical implications were provided accordingly to promote sustainable oral fluency development through the use of formulaic sequences.

This research project investigated the effectiveness of implementing Task-based Language Teaching (TBLT) in enhancing the oral fluency of Saudi secondary school students. The study aimed to assess whether a structured TBLT approach could lead to significant improvements in oral fluency among female students nearing the end of high school. The research utilized a sample of 60 female students from secondary schools in Saudi Arabia. The methodology employed a pre/post-test design, where students' oral fluency was assessed before and after the intervention. A series of tasks designed to promote speaking proficiency were implemented over a period of several weeks. Additionally, questionnaires were administered to gauge students' perceptions of the TBLT approach. The results indicated a notable improvement in the oral fluency skills of participants following the implementation of TBLT (p < 0.05). Specifically, students demonstrated increased confidence in speaking, enhanced vocabulary usage, and improved pronunciation. In conclusion, the findings suggest that Task-based Language Teaching can be an effective method for enhancing oral fluency among Saudi secondary school students. The study underscores the potential benefits of incorporating communicative language teaching approaches into the curriculum to better prepare students for real-life communication situations. However, further research with larger sample sizes and longitudinal studies are recommended to validate these findings and explore the long-term impact of TBLT implementation.

Adopting a comprehensive dual‐focus approach to oral fluency development, the present study examined the developmental trajectories of oral fluency in tertiary‐level Chinese EFL learners and identified the motivational attractor states helpful for shaping their oral production. Quantitative and qualitative data were collected over two semesters with monologue tasks and semi‐structured interviews, respectively. Oral fluency development was examined using moving min–max graphs, change point analysis, and Monte Carlo simulations, while the retrodiction approach was utilized to identify influential motivational attractor states. Results showed that, over the course of the study, the two learners experienced distinct variability and phase shifts in their development of oral fluency, largely attributable to their unique motivational attractor states. By employing such a dual‐focus approach, the present study provided a nuanced picture of Chinese EFL learners’ developmental dynamics in terms of both oral fluency and learning motivation and the adaptive interactions between them, thus enriching our understanding of how oral fluency development relates to learner motivation.

This study was conducted to investigate the EFL young learners’ perceptions about the benefits of individual audio recording tasks in their oral fluency and find out their challenges on how to do individual audio recording tasks. Twenty young learners coming from an English center in Vinh Long province took part in the research. Quantitative and qualitative data were collected by using a questionnaire and semi-structured interviews. The findings implicate that young learners highly perceived the benefits of doing individual audio recording tasks in improving their oral fluency, attitude and motivation. However, they encountered some challenges while doing individual audio recording tasks as regards linguistic problems and personal background. Keywords: Audio recording tasks, oral fluency, benefits and challenges of audio recording tasks DOI: 10.7176/JEP/13-30-07 Publication date: October 31 st 2022

The purpose of the current study is to determine Turkish as a foreign language learners’ tendency to use communication strategies. Quantitative and qualitative research models were used together in the study. The survey method was used in the qualitative part and the phenomenological method was used in the quantitative part of the study. The study group of the study is comprised of 77 participants from 13 different nationalities with Turkish language proficiency levels of A2, B2 and C1. Quantitative data were collected by using the “Oral Communication Strategies Inventory” and qualitative data were collected by using a semi-structured interview form. Descriptive analysis was performed on both the quantitative and qualitative data. The results of the study revealed a strong correlation between the level of competence and the tendency to use strategies. Participants with low language proficiency levels tend to use strategies including the behavior of moving away from the verbal boundaries of the target language. On the other hand, those with a high level of language proficiency tend to use strategies that include the effort to stay within the boundaries of the target language. In the qualitative dimension of the study, 10 different communication strategies were determined based on the episodic memories and experiences of the participants. These are strategies mostly used in compensatory functions.

The growing body of research on foreign language emotion (FLEM) suggests a need for further studies on the sources and hierarchy of FLEM, particularly through the lens of positive psychology. This insight would enable instructors to prioritize their interventions more effectively, thereby enhancing the emotional experiences of foreign language (FL) learners in the classroom. To this end, the current study used a mixed-method research design to investigate the sources of enjoyment (FLE) and boredom (FLB) among 248 Bhutanese foreign language learners, as well as the hierarchies of reported FLEM. The data was gathered using a survey questionnaire and open-ended questions. The descriptive and thematic analyses of quantitative and qualitative data, respectively, revealed numerous sources of FLE and FLB. These emotions particularly stemmed from factors related to teachers, course content, personal issues, tasks, homework, the classroom environment, and peers. The hierarchical analysis of the sources of FLEM suggests that teacher-related factors may have a strong influence on learners’ FLE, while peer-related factors might have the least impact. Likewise, FL learners’ boredom level is likely to be highly influenced by content and task-related factors, but only marginally by peer-related and learners’ learning traits. The study concludes with recommendations and practical implications for curriculum developers, teachers, and students.

This paper reports on a study investigating the potential effect of the impact of Mobile-based Dynamic Assessment (MbDA) on improving English as a Foreign Language (EFL) learners' oral fluency. To fulfil the purpose of the study, 120 pre-intermediate learners of English were randomly assigned to one of three groups (two experimental groups and one control group), each consisting of 40 participants. The participants in the experimental groups completed eight communicative tasks via dynamic assessment under two different contexts: MbDA via text-chat context and MbDA via voice-chat context. The speech rate, average length of pauses, the number of repetitions and the number of reformulation served as dependent variables. The study found that the participants in the experimental groups who received MbDA improved their speaking fluency significantly compared with their peers in the control group.

This paper reports on a study investigating the potential effect of the impact of Mobile-based Dynamic Assessment (MbDA) on improving English as a Foreign Language (EFL) learners' oral fluency. To fulfil the purpose of the study, 120 pre-intermediate learners of English were randomly assigned to one of three groups (two experimental groups and one control group), each consisting of 40 participants. The participants in the experimental groups completed eight communicative tasks via dynamic assessment under two different contexts: MbDA via text-chat context and MbDA via voice-chat context. The speech rate, average length of pauses, the number of repetitions and the number of reformulation served as dependent variables. The study found that the participants in the experimental groups who received MbDA improved their speaking fluency significantly compared with their peers in the control group.

The present study was conducted on the English language oral fluency problems faced by students at the university level. The main purpose was to look into factors responsible for oral fluency problems faced by the BS English students at FATA University and Kohat University of Science Technology (KUST) Kohat. Data were taken from the undergraduate students of BS English through a questionnaire. The questionnaire was divided into two sections, i.e. section A and section “B” which contain 32 items, of which 30 were closed-ended, and only 2 items were open-ended. The study yielded important results such as poor target language grammar, lack of opportunities to speak English in the classroom, lack of speaking practice, L1 interference, and fear of making mistakes are the prominent factors which contribute to the poor oral fluency of graduate students of English departments in both universities. Furthermore, the study also provided possible solutions for the problems in oral fluency, i.e. improvement in grammar, increase in vocabulary knowledge, more confidence, improvement in pronunciation, the guidance of well-trained teachers, use of audio-visual aids, more opportunities to speak inside the classroom, frequent use of oral activities, employment of communicative approaches, extensive reading, prioritizing oral fluency over oral accuracy, and less fear of making mistakes bring about an improvement in the oral fluency of BS English students. Participants in the study also opined that course/s on oral fluency in BS English Curriculum in both universities need to be included.

This study investigates how Arabic literary texts can improve oral fluency and rhetorical awareness among advanced learners (C1-C2) according to CEFR standards. The research explores how engaging with literature can lead to more transparent and precise oral expression, reducing ambiguity and unnecessary embellishments. A 12-week intervention program was designed, including targeted lessons on rhetorical devices and text analysis. Using a mixed-methods approach, the study analysed quantitative data from pre- and post-intervention assessments with SPSS and qualitative data from classroom discussions and instructor interviews with NVivo. The findings show significant improvements in oral fluency, vocabulary use, and clarity of expression. Students demonstrated enhanced rhetorical awareness and improved ability to engage and persuade their audiences. This study emphasises the effectiveness of literary texts in promoting advanced oral proficiency and suggests further research into their role in developing other language skills.

Purpose This study explores the use of ChatGPT for self-directed foreign language (FL) learning in out-of-class settings. It examines how learners use the artificial intelligence (AI) chatbot for self-directed FL learning and analyzes language learners' perceptions of its use. The study also investigates if the participants' views of ChatGPT differed depending on the age group and languages studied. Methodology The study adopted a mixed methods approach. Survey data were collected from online communities on social media. In total, 101 adult participants fully completed the survey. The quantitative data were analyzed using descriptive and inferential statistics while the qualitative data were analyzed using content analysis. Findings The FL learners reported using the AI chatbot in various ways, including for conversation practice and vocabulary learning. Although the participants had positive attitudes toward ChatGPT's ease of use and accessibility, they were skeptical of the AI chatbot's reliability as a language-learning resource. According to inferential statistics, the respondents' views of ChatGPT differed significantly depending on the age group and languages studied. Originality/value This study offers valuable insight into the ways the AI chatbot could be used for FL learning and how the variables of age and languages studied may affect learners' experiences.