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dc.contributor.authorMarzuki, Dony
dc.contributor.supervisorCraig Lamberten_US
dc.contributor.supervisorMartin Cooperen_US
dc.date.accessioned2022-02-08T02:48:11Z
dc.date.available2022-02-08T02:48:11Z
dc.date.issued2021en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11937/87690
dc.description.abstract

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.

en_US
dc.publisherCurtin Universityen_US
dc.titleFluency Strategy Training and the L2 Oral Task Performance of Indonesian EFL Classroom Learnersen_US
dc.typeThesisen_US
dcterms.educationLevelPhDen_US
curtin.departmentSchool of Educationen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US
curtin.contributor.orcidMarzuki, Dony [0000-0002-8284-8042]en_US


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