Improvement In Fluency Research Articles

Developing Students Communicative Competence using Authentic Materials with Information Technologies

In the globalized landscape of higher education, developing communicative competence in foreign language learners is essential for academic, social, and professional success. This article explores innovative, student-centered strategies beyond traditional grammar-based instruction to enhance linguistic proficiency, cultural understanding, and pragmatic awareness. This study highlights their impact on fostering real-world communication skills by emphasizing interactive methods such as role-playing, task-based learning, debates, and integrating authentic materials. Furthermore, the findings demonstrate that students engaging in these approaches show marked improvements in fluency, adaptability, and cultural sensitivity. Role-playing scenarios and debates enhance spoken communication, critical thinking, and argumentation skills, while task-based activities encourage collaboration and purposeful language use. Exposure to authentic resources bridges the gap between classroom learning and practical application, deepening students' comprehension of idiomatic expressions, cultural norms, and socio-linguistic nuances. Despite challenges like resource limitations and technological barriers, the study underscores the transformative potential of these methods. By addressing implementation hurdles through digital innovation and tailored pedagogy, educators can create a robust framework that prepares students for the demands of global communication. This article advocates for continued research and adaptation to refine these strategies, ensuring their effectiveness across diverse educational contexts.

Integration of augmented reality technology to enhance English speaking skills for tourism industry employees in Sumbawa regency

The integration of Augmented Reality (AR) technology into language learning has gained attention due to its potential to enhance speaking skills in practical contexts like the tourism industry. This study examines the long-term effectiveness of AR in improving English speaking skills fluency, accuracy, pronunciation, and grammar among tourism employees in Sumbawa Regency. The researchers developed VirtuoBot, an AR-based learning platform designed to simulate real-world interactions through interactive dialogues. A mixed-methods approach was used to assess the impact of AR-based language training on speaking proficiency. 90 participants from four major tourist sites took part in pre-and post-tests, supplemented by qualitative interviews. Results showed significant improvements in fluency, accuracy, pronunciation, and grammar after the AR intervention. Challenges like limited access to AR technology and workforce readiness were also noted. This study suggests that AR, through VirtuoBot, is a promising tool for enhancing English speaking skills in tourism, contributing to better service quality. Further research is recommended to address accessibility challenges and optimize AR training methods, ensuring sustainable implementation and broader adoption in tourism sectors of developing regions like Sumbawa.

Task repetition and L2 grit

Abstract Task repetition (TR) has been shown to improve fluency, but empirical evidence of its impact on complexity and accuracy (CAF) remains mixed. Various individual difference factors appear to be intricately linked to the benefits of TR. One such individual difference is L2 grit, representing perseverance and passion for language learning goals, which has been positively correlated with L2 proficiency. The present study aimed to clarify the effects of TR on all CAF measures and elucidate whether learners with high and low levels of L2 grit benefit differently from TR. Forty-two Polish EFL secondary school learners participated, with their oral task performances analyzed before and after immediate exact TR. The findings show that both high- and low-grit learners benefit from TR, with significant improvements in fluency, complexity, and accuracy. Furthermore, high L2 grit learners consistently outperform low L2 grit learners. Notably, high L2 grit levels amplify the benefits of TR, particularly in accuracy and fluency measures. However, the interaction effect between TR and L2 grit appears to positively influence only the measures of lexical diversity and correct verb forms.

The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels

Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.

Analyzing the development of university English students’ speaking fluency

The development of speaking fluency is a critical aspect of English language learning, particularly for non-native speakers. This study investigates the progress of university English learners in improving their speaking fluency, focusing on two key measures: the length of silent pauses and the use of pause fillers. A quantitative approach was employed, utilizing a pre-experimental design with 61 second-year students from two private universities, one in Indonesia and one in Uzbekistan. These students were enrolled in a speaking course at their respective universities, and the study served as an evaluative measure for the course. Data were collected through speaking tasks administered at the beginning and end of the course, where students delivered five-minute monologues on topics related to professional communication, specifically the creation of a startup company. The findings revealed a significant reduction in silent pauses, indicating an improvement in fluency, while the use of pause fillers showed minimal change.

Cross-Cultural Research in Cognitive Psycholinguistics: Analysis of Linguistic Diversity and Cognitive Processes

The study explores the integration of cognitive and psycholinguistic parameters in language education, focusing on designing communicative tasks to enhance oral proficiency in English among university students. Consciousness and meta-linguistic attention are highlighted as critical factors influencing communicative competence. A longitudinal observational study was conducted with second-year students at Khmelnytsky National University, focusing on the Department of Germanic Philology and Translation Studies. Both Bachelor’s and Master’s students participated in the study, which spanned an academic semester. The methodology involved systematic observation of English class interactions, where tasks integrating cognitive (fluency, accuracy, complexity) and psycholinguistic parameters simulated authentic communicative situations.The findings reveal that traditional approaches treating communication as merely a teaching tool are inadequate for developing language competence. Effective communication in English classes required tasks blending simulation and authenticity, significantly enhancing oral competence. A comprehensive approach incorporating cognitive and psycholinguistic considerations resulted in measurable improvements in students' fluency, accuracy, and complexity in oral discourse. This study highlights the need for dynamic, engaging tasks that reflect the complexities of real-world communication, enriching students’ linguistic and cognitive abilities while fostering deeper engagement with the language. The results advocate for curriculum reforms and instructional designs prioritizing authentic communicative tasks, equipping students with skills to navigate diverse communicative situations. Such an approach can reshape university-level language teaching and better prepare students for global citizenship and intercultural communication, ultimately bridging the gap between classroom learning and real-world applications.

Complementary interventions for cognitive rehabilitation in patients with cerebral palsy: a single-center study

Abstract Background Cerebral palsy (CP) is a neuromotor disorder that impairs a person’s ability to balance, stand, maintain posture, and walk. Research has indicated that Al Fatiha and negative air ion (NAI) are beneficial for ameliorating several behavioral, spiritual, physical, and societal issues. The objective of the present study was to assess the effect of Al Fatiha and NAI interventions on cognitive skills using Lumosity software. Methods This randomized control trial was conducted et al.-Umeed Rehabilitation Association, Karachi, Pakistan, between February and April 2021, following ethical approval (Ref: IBC-2017) from the University of Karachi. CP patients who volunteered for the study were randomly assigned to either the control group or to groups receiving interventions involving Al Fatiha and NAI exposure. Due to the limited number of consents obtained, participants were selected without consideration of age, cognition level, gender, mobility, motor type, and additional impairments. While all groups continued their regular therapies, the intervention groups underwent 31 structured sessions over a period of 6 weeks. Five Lumosity games were selected to assess the cognitive performance of all inducted participants in the three groups. Statistical analysis including paired t-tests, one-way analysis of variance (ANOVA), and post hoc tests was conducted using SPSS version 28 to compare outcomes among the three groups. Results Paired t-tests showed that the Al Fatiha intervention significantly enhanced selective attention (1133.3 ± 584.8, p < .05) and working memory (31,036.2 ± 4013.9, p < .001), while the NAI intervention resulted in improvements in information processing (31,036.2 ± 4013.9, p < .01), selective attention (1150.0 ± 705.3, p < .01), spatial fluency (6830.7 ± 4720.0, p < .01), and spatial reasoning (8719.3 ± 3499.5, p < .01). Apart from intervention groups, only spatial reasoning was improved in the control group (9068.3 ± 3450.1, p < 0.05). One-way ANOVA and Tukey’s post hoc analysis showed significant differences among the control and intervention groups at baseline in information processing, selective attention, and spatial fluency. These cognitive functions are likely attributable to increased neuronal activity in the prefrontal cortex and elevated serotonin levels. Conclusion Based on the findings, both interventions are proposed as advanced, complementary, non-pharmacological, and cost-effective cognitive rehabilitation therapies for patients with CP. We recommend further research to validate these findings through second and third-phase clinical trials.

Integral Dynamic Model for Training in Wrist Arthroscopy

Abstract Introduction Whereas arthroscopic surgery allows for proper control of the surgical area, minimizes surgical risks, and promotes quick functional and occupational recovery, the complex anatomy makes arthroscopy difficult to perform. Objective We aimed to determine the impact of a hand arthroscopic surgery training model that would impact on the acquisition of skills necessary for hand pathologies treatment. Methods We conducted a quasi-experimental study before and after, involving 16 plastic surgery residents at Fundacioün Universitaria de Ciencias de la Salud, who had completed at least 2 months of the training program. Before the residents began their training, we measured time and assessed each resident's technique in three exercises using the Arthroscopic Surgery Skills Evaluation Tool (ASSET) scale on a wrist arthroscopy training model that evaluates the skills required for this type of surgical technique. After completing the training program, the training effect was measured using the same three exercises. These variables were tested a second time after training for comparison. Results An increase in ASSET scale scores was found; we found a significant improvement in safety, arthroscope use, mastery, bimanual dexterity, and movement fluency (p < 0.03), and an improvement in instrument use and procedure completion was not significant. Conclusion The designed training model allows to acquire and improve skills in hand arthroscopic surgery according to the ASSET scale.

Persistence and Emergence of Literacy Skills: Long-Term Impacts of an Effective Early Grade Reading Intervention in South Africa

Many countries strongly emphasize enhancing foundational reading skills, with the expectation that such improvements will catalyze the development of new cognitive abilities and lead to improved life outcomes. However, the relationship between early educational gains and later-life achievements remains theoretically complex and evidence is lacking, particularly from low- and middle-income countries (LMICs). This paper examines the long-term impacts of an early grade literacy intervention that was implemented in South Africa in Setswana language from 2015 to 2017. A unique feature of our study is the longitudinal tracking and assessment of the same group of students over a 7-year period, extending up to 4 years post-intervention. We found sustained improvements in Setswana oral reading fluency, indicating a lasting impact of the intervention. Moreover, treated students exhibited enhanced Setswana and English written comprehension skills, signifying the emergence of new skills. Grade progression also improved, potentially reducing dropout rates, and facilitating transitions to secondary education. This study contributes to the limited literature on the long-term causal impacts of early literacy investments in LMICs, suggesting potential for enduring educational benefits and improved later-life outcomes.

Investigating the effectiveness of practicing English conversation with ChatGPT in improving non-English majored students’ English speaking skills at Nguyen Tat Thanh University

This study aimed to investigate the effectiveness of practicing English conversations with ChatGPT to enhance speaking skills of English as a Foreign Language (EFL) learners at Nguyen Tat Thanh University, specifically focusing on four key criteria: conversational fluency, pronunciation, vocabulary use, and grammatical accuracy. In this study, 60 students were divided into six groups for a quasi-experimental design with a combination between non-equivalent groups design and pretest-posttest design. Four groups were trained with ChatGPT for eight weeks, while two control groups were not. Speaking abilities were measured through pretest, mid-test, and posttest assessments. The findings revealed significant improvements in conversational fluency, vocabulary, and grammar for the ChatGPT-trained groups, while pronunciation showed minimal progress. These results suggest that integrating ChatGPT into English teaching curricula could help non-English majored students at Nguyen Tat Thanh University enhance their English communication skills.

The Effectiveness of Using Shadowing Technique Towards Students’ Pronunciation Skill

This study investigates the efficacy of the shadowing technique in enhancing students' pronunciation skills. The shadowing technique involves learners mimicking a native speaker in real-time to improve pronunciation accuracy and fluency. Through a controlled experiment with 31 students and 30 students as experimental group, the study evaluates the impact of shadowing on students' pronunciation proficiency compared to traditional teaching methods. The technique of collecting data was taken directly when the students said the words. Results indicate a significant improvement in pronunciation accuracy and fluency among participants who engaged in shadowing exercises, suggesting its effectiveness as a pedagogical tool for enhancing pronunciation skills. Implications for language teaching and learning are discussed.

Verbal-visual skill-building and perceptional changes in English presentation

Oral presentations in English are emphasized in higher education, yet verbal and visual communication often lack balance in academic training. Mastery of visual aids is as crucial as verbal expression, especially for nonnative English speakers. This research proposed a skill-building pedagogy to optimize dual-channel communication, involving 19 college students from a Southern Taiwanese University. A progressive instructional design incorporated English for Specific Academic Purposes, visual communication, and tech-tool applications. Verbal fluency and visual use were assessed to evaluate learning outcomes; perceptional changes were revealed. Data collection included presentation footage, surveys, and interviews. Results showed significant improvements in verbal fluency and visual mastery after multimodal reinforcement. Students' awareness and confidence grew with skill development, significantly changing their preparation stage perceptions. Presentation language, visualization skills, and technological tools empowered nonnative English speakers to overcome linguistic constraints through practice and feedback. This research highlighted the need for comprehensive training programs that empirically demonstrate how verbal and visual resources enhance each other during presentations. The findings validated that deliberate learning and conscious preparation in oral speech and visual techniques optimize communication. Enhancing English learners' multimodal expression skills prepares them for academic and professional success.

Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students

The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students’ writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners’ narrative writing proficiency.

Communicating robots’ intent through visual cues enhances human anticipatory behavior in human–dual robot collaboration

The present study aims at exploring the effect of communicating robots’ intent through visual cues, to the human on a complex human-robot collaborative task. Specifically, it aims to investigate (i) whether the use of such “anticipatory cues” will have a positive effect on task efficiency, human safety and collaborating fluency, (ii) the degree of this effect with varying robots’ speed and (iii) whether a retention effect will be observed after the removal of the cues. For exploring these issues, a human - dual robot industrial assembly task was designed in a Virtual Reality simulation environment and testing was carried out by 64 volunteer participants. Results showed that communicating robots’ intent through visual cues enhanced human anticipatory behavior, resulting in a significant improvement in human safety, team efficiency and collaborative fluency, in conjunction with a favorable subjective tendency towards the robots. However, the positive effect of the anticipatory cues was not found to increase with higher robot speed. Finally, the findings suggest that prior exposure to the cues made participants more confident in coordinating with the robots, even when the cues were removed from them, thus retaining their prior efficiency but with a negative effect on safety. In summary, the study provides evidence that use of anticipatory visual cues accelerates the legibility of robot movement and fosters human confidence and familiarization. The use of anticipatory cues seems promising for high-pace, non-repetitive interactions with collaborative robots or as a training aid in more repetitive human-robot collaborative tasks.

Efficiency of phonics-based instruction in developing reading, spelling, and pronunciation fluency among Yemeni EFL primary learners

In Yemen, there is a scarcity of research and a lack of application for phonics-based instruction. Hence, the present study aimed to explore EFL teachers' perspectives on the efficiency of phonics instruction in developing reading, spelling and pronunciation fluency among Yemeni EFL learners at primary schools. The study sample comprised 33 EFL teachers from six schools in Dhamar City, Yemen. The participants were asked to give their views and share their experiences on the efficacy of phonics-based instruction in developing the above-mentioned language skills. The participants were selected based on the convenient sampling technique and asked to respond to a questionnaire consisting of 15 statements. The data obtained were analyzed using the SPSS program version 22.0 to display descriptive statistics quantitatively. The results revealed that teaching phonics is so crucial for the development and improvement of learners' reading fluency, spelling mastery, and pronunciation proficiency. In addition, phonics teaching contributes to reducing and/or eliminating the learners' errors in spelling, reading, and pronunciation. The findings highlighted the importance of integrating phonics teaching into the curricula of English in the early stages at Yemeni schools.

Effects of an adapted peer-assisted learning strategies reading programme on reading fluency and reading comprehension of secondary students with or at-risk for reading disabilities

ABSTRACT The acquisition of reading skills in a person’s native language is a key life component to functioning successfully within their society. Unfortunately, many German students have significant reading difficulties in their native language, German. Therefore, the purpose of this study is to translate into German and implement a promising U.S. reading programme that focuses on fluency and comprehension: Peer-Assisted Learning Strategies (PALS Reading 2–6). PALS has shown positive effects for English elementary and secondary students with or at risk for reading disabilities. Therefore, this project conducted a pilot Single Subject multiple baseline design study with eight 7th grade students with or at risk for reading disabilities, to explore the feasibility of implementing PALS in German. Results showed improvement in German reading comprehension and fluency for these students after five sessions along with stability at follow-up conducted after six weeks. Limitations of the study and areas for further research are discussed, as well as implications for practitioners.

ESP Needs Analysis of Macroskills of Social Work Students

This quantitative study employed needs analysis then revealed the preferred learning aids and learning activities, and the level of proficiency in reading, listening, writing, and speaking of 50 social work students in a private academic institution. Findings revealed that students showed a strong enthusiasm for visual and audiovisual aids as learning tools and lectures and class discussions as learning activities. Moreover, among the four macro skills, the students excel in reading comprehension at C1 level but face challenges in the affective domain; writing skills at B1 level, with strengths in content but struggles in organization; listening proficiency at B2 level, highlighting difficulties with accents and vocabulary; and speaking skills range from A2 to B1 levels, with stronger interaction skills at B2 level, indicating a need for improvement in fluency and coherence. These insights suggest that the social work students are capable of simple communicative English and are more inclined toward traditionalist and conceptual learning. Furthermore, students need more application activities that showcase their listening and speaking skills, as well as more contextualized and immersive learning activities and aids that incorporate variation and encourage spontaneous production.

Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms

AbstractLongitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills.

Fluency in mediation development in online environments

Technology has been incorporated as a valuable tool in education, especially in foreign language teaching. It has also transformed how individuals communicate because they are constantly engaged in face-to-face or online interactions. However, there are situations where the message is not effectively transmitted. In this context of information processing, Mediation emerges. It was incorporated as one of the four modes of communication in the Common European Framework of Reference for Languages (CEFR) in 2018. The European Framework for the Digital Competence of Educators and the CEFR were the primary basis for this research. This study aimed to develop a methodological proposal based on technology to work and assess the components of Mediation. In this arena, this study focuses on fluency. It was conducted in Ecuador, in Riobamba, at Universidad Nacional de Chimborazo. The population consisted of 63 students enrolled in their training to become English teachers. The research utilized a combination of qualitative and quantitative methodologies. The Shapiro-Wilk and Kolmogorov-Smirnov tests were applied to analyze the data. The non-parametric Mann-Whitney U test was also selected as the hypothesis contrast statistic. Semi-structured interviews were implemented to elicit participant’s perceptions. The findings of this research show an improvement in language fluency in Mediation in virtual environments. In conclusion, learners enhanced their ability to use the language fluently and naturally to convey the meaning being transmitted and to boost understanding among interlocutors.

Gamification in the development of reading fluency in fifth grade of basic education in Ecuador

Reading fluency is reading a text with precision, adequate speed, and accurate intonation. This work aims to increase reading fluency by employing practices that articulate gamification through online tools such as Cokitos and Wordwall, among others. Forty students from a middle school located in the Manta canton, Manabí, Ecuador, participated in the study. The paradigm adopted was constructivist, with a quasi-experimental approach. The instruments used were a pretest-post reading fluency observation form and an expert interview. The results include an educational intervention aimed at stimulating reading fluency and the changes achieved in the participants' reading speed. It is concluded that the online articulation of Cokitos and Wordwall in pedagogical sequences with gamification contributes to improvements in students' fluency, although to be significant, they may require improvements in the conditions of technological access and stability in institutional development.