Fluency Strategy Training and the L2 Oral Task Performance of Indonesian EFL Classroom Learners
dc.contributor.author | Marzuki, Dony | |
dc.contributor.supervisor | Craig Lambert | en_US |
dc.contributor.supervisor | Martin Cooper | en_US |
dc.date.accessioned | 2022-02-08T02:48:11Z | |
dc.date.available | 2022-02-08T02:48:11Z | |
dc.date.issued | 2021 | en_US |
dc.identifier.uri | http://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.publisher | Curtin University | en_US |
dc.title | Fluency Strategy Training and the L2 Oral Task Performance of Indonesian EFL Classroom Learners | en_US |
dc.type | Thesis | en_US |
dcterms.educationLevel | PhD | en_US |
curtin.department | School of Education | en_US |
curtin.accessStatus | Open access | en_US |
curtin.faculty | Humanities | en_US |
curtin.contributor.orcid | Marzuki, Dony [0000-0002-8284-8042] | en_US |