1. Applied Linguistics (Language Teaching and Learning)
Farshad Naseri; Ali Roohani; Azizullah Mirzaei
Abstract
While second/foreign language (L2) speaking fluency is essential for effective communication, fostering it in distance online education settings continues to pose substantial challenges. This study sought to examine the effectiveness of two motivation-based instructional frameworks/models, namely the ...
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While second/foreign language (L2) speaking fluency is essential for effective communication, fostering it in distance online education settings continues to pose substantial challenges. This study sought to examine the effectiveness of two motivation-based instructional frameworks/models, namely the ARCS-based and L2MSS vision-inspired models, in promoting L2 speaking fluency in an online learning context. In doing so, 61 upper-intermediate L2 (English) learners in three intact classes, chosen based on convenience sampling, were divided into two experimental groups and one control group. The experimental groups received instruction based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) and L2MSS (Second Language Motivational Self System) frameworks, while the control group received conventional teaching. The three groups were pretested and posttested through structured interviews, with the resulting data imported into PRAAT software. The non-parametric test results revealed significant differences, with the ARCS and L2MSS groups outperforming the control group on speaking fluency measures such as the number of silent pauses and articulation rate. The findings underscore the importance of motivation-oriented interventions in the development of speaking fluency in distance learning.
