1. Applied Linguistics (Language Teaching and Learning)
Simin Anbarshahi; Omid Yeganeh
Abstract
Task-Based Language Teaching (TBLT), as a prominent pedagogical approach, has emerged as a significant innovation in language education, particularly recognized for its potential to enhance speaking fluency among Iranian EFL learners and aims to enhance accuracy, fluency and complexity of the utterances ...
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Task-Based Language Teaching (TBLT), as a prominent pedagogical approach, has emerged as a significant innovation in language education, particularly recognized for its potential to enhance speaking fluency among Iranian EFL learners and aims to enhance accuracy, fluency and complexity of the utterances produced by language learners. The purpose of the present study is to examine the impact of TBLT on learners’ motivation and speaking fluency. The research design included both experimental and control groups, each participating in a 12-session course. The experimental group engaged in TBLT with an emphasis on form, while the conventional methods were utilized for the control group. Speaking fluency was evaluated using Rate A and Rate B fluency measures and academic motivation was assessed through a motivation questionnaire based on Dörnyei and Dewaele’s (2002) L2 Motivational Self System Questionnaire, which included two main sections. A speaking assessment was administrated as a pretest before the treatment and as a posttest after the treatment. Afterward, the result was analyzed; the findings indicated that the experimental group, which received TBLT, outperformed the control group in both motivation and speaking fluency. The results suggest that TBLT, particularly through real-world tasks, encourages students to practice speaking in meaningful contexts, making the learning process more engaging. As a result, students exhibit increased motivation and readiness for lessons, highlighting the potential of TBLT to enhance both language proficiency and learner motivation. This study offers significant insights for language educators, course designers, and policymakers in the field of EFL, suggesting that task-based activities should be incorporated into language learning curricula to improve not only linguistic proficiency but also student motivation and engagement.
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.
