Fluency Strategy Training and the L2 Oral Task Performance of Indonesian EFL Classroom Learners
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This quasi-experimental study investigated the impacts of two instructional conditions, explicit fluency strategy training and implicit task-based instruction, on university English learners in Indonesia. The results revealed that both instructional conditions could not significantly improve participants’ speech fluency, but improvement on oral proficiency reached statistical significance. A degree of variability in participants’ speech fluency development was also found. Both instructional conditions could be applied with potentially complementary effects in Indonesian EFL classrooms.
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