Developing L2 Speaking Fluency in Online Learning Through Two Motivation-Based Instructional Frameworks

Naseri, Farshad; Roohani, Ali; Mirzaei, Azizullah

doi:10.22049/jalda.2025.30598.1801

Document Type : Research Article

Authors

¹ PhD in TEFL, Shahrekord University, Shahrekord, Iran

² Associate Professor of TEFL, English Department, Faculty of Literature and Humanities, Shahrekord University, Shahrekord, Iran

https://doi.org/10.22049/jalda.2025.30598.1801

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 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.

Keywords

Main Subjects

Teaching and learning L2 skills (reading, writing, speaking, listening)

Article Title [Persian]

بهبود روانی گفتار در زبان دوم/خارجی از طریق دو مدل آموزشی مبتنی بر انگیزش در محیط یادگیری برخط

Authors [Persian]

دکتر فرشاد ناصری ¹
دکتر علی روحانی ²
دکترعزیزالله میرزایی ²

¹ دکتری آموزش زبان انگلیسی، دانشگاه شهرکرد، شهرکرد، ایران

² دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهرکرد، شهرکرد، ایران

Abstract [Persian]

با وجود اینکه روانی گفتار در زبان دوم/خارجی برای برقراری ارتباط مؤثر لازم است. با این حال، بهبود آن در محیطهای آموزش از راه دور برخط هنوز چالشی جدی میباشد. این پژوهش با هدف بررسی موثر بودن اجرای دو مدل انگیزشی، یعنی آموزش مبتنی بر چارچوب یا مدل آرکس و مدل سیستم خود های انگیزشی زبان دوم ارتقای پنداره، انجام شد. در این راستا، ۶۱ زبان‌آموز انگلیسی سطح متوسط به بالا در سه کلاس دست نخورده قابل دسترس به دو گروه آزمایشی/تجربی و یک گروه کنترل/شاهد تقسیم شدند. گروه‌های آزمایشی دوره آموزشی را بر اساس مدل آرکس (شامل توجه، ارتباط، اعتماد به نفس، و رضایت) و مدل خود های انگیزشی زبان دوم کسب کردند، در حالی که گروه کنترل تحت آموزش مرسوم سنتی قرار گرفتند. سه گروه از طریق مصاحبه‌های ساختار یافته یک‌طرفه پیش‌آزمون و پس‌آزمون شدند و داده‌های حاصل وارد نرم ‌افزار PRAAT شد. نتایج حاصل از آزمون های غیر پارامتری تفاوت‌های معناداری را نشان داد، به‌طوری‌که گروههای آزمایشی آرکس و خودهای انگیزشی زبان دوم در معیارهای روانی گفتار مانند تعداد توقف و تعداد هجاها عملکرد بهتری نسبت به گروه کنترل داشتند. این یافته‌ها بر اهمیت آموزش مبتنی بر انگیزش در بهبود روانی گفتار در آموزش از راه دور تأکید دارند.

Keywords [Persian]

مدل آرکس
خود های انگیزشی زبان دوم
برنامه های انگیزشی
آموزش برخط
روانی گفتار

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Developing L2 Speaking Fluency in Online Learning Through Two Motivation-Based Instructional Frameworks

References

References

Volume 13, Issue 2
October 2025
Pages 181-202

Developing L2 Speaking Fluency in Online Learning Through Two Motivation-Based Instructional Frameworks

References

References

Volume 13, Issue 2October 2025Pages 181-202

Volume 13, Issue 2
October 2025
Pages 181-202