The Effectiveness of Explicit Instruction of Communication Strategies on Speaking Fluency Skills: Lower Intermediate EFL Learners in Focus
محورهای موضوعی : Applied Linguistics
Afshin Soori
1
(Assistant professor, Department of English Language, Larestan Branch, Islamic Azad University, Larestan, Iran)
Aliakbar Zamani
2
( Assistant professor, Department of English Language and Literature, Faculty of Humanities, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
کلید واژه: Communication strategies, Speaking fluency, Explicit instruction, EFL learner ,
چکیده مقاله :
Firstly, this research aimed to investigate the effect of communication strategies on Iranian female EFL learners’ speaking fluency. Secondly, the research attempted to clarify which of the employed communication strategies has been utilized by Iranian female EFL learners more than other strategies in speaking in English. A quasi-experimental design was employed in this study. Oxford Placement Test (OPT) was used to select 50 homogenized female EFL learners from the lower-intermediate levels. After the pre-test interview, all the participants attended the classes for ten sessions to become familiar with communication strategies. After the classroom treatment, the participants participated in the post-test interview. The findings revealed that the EFL learners’ performance in speaking fluency had been affected by explicit instruction of communication strategies, and the participants’ speaking fluency had enhanced after the classroom treatment. Furthermore, it was found that the participants of this study used an appeal for help more than other strategies. The study concluded that Iranian female EFL learners will have the chance to reach a productive and fluent level of speaking by developing their language knowledge, lexical competence, and use of functional methods in classroom settings. The findings suggest that EFL students respond to various CSs differently as they learn L2. Therefore, it would seem essential for EFL teachers to broaden and update their knowledge as well as try to identify and implement the teaching methods that are more effective and efficient in their classrooms.
Firstly, this research aimed to investigate the effect of communication strategies on Iranian female EFL learners’ speaking fluency. Secondly, the research attempted to clarify which of the employed communication strategies has been utilized by Iranian female EFL learners more than other strategies in speaking in English. A quasi-experimental design was employed in this study. Oxford Placement Test (OPT) was used to select 50 homogenized female EFL learners from the lower-intermediate levels. After the pre-test interview, all the participants attended the classes for ten sessions to become familiar with communication strategies. After the classroom treatment, the participants participated in the post-test interview. The findings revealed that the EFL learners’ performance in speaking fluency had been affected by explicit instruction of communication strategies, and the participants’ speaking fluency had enhanced after the classroom treatment. Furthermore, it was found that the participants of this study used an appeal for help more than other strategies. The study concluded that Iranian female EFL learners will have the chance to reach a productive and fluent level of speaking by developing their language knowledge, lexical competence, and use of functional methods in classroom settings. The findings suggest that EFL students respond to various CSs differently as they learn L2. Therefore, it would seem essential for EFL teachers to broaden and update their knowledge as well as try to identify and implement the teaching methods that are more effective and efficient in their classrooms.
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