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Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization
Open accessAbstract
The present study investigates the role of speech repetition in oral fluency development. Twenty‐four students enrolled in English‐as‐a‐second‐language classes performed three training sessions in which they recorded three speeches, of 4, 3, and 2 min, respectively. Some students spoke about the same topic three times, whereas others spoke about three different topics. It was found that fluency improved for both groups during training but was maintained on posttests only by the students who repeated their speeches. These students had used more words repeatedly across speeches, most of which were not specifically related to the topic. It is argued that proceduralization of linguistic knowledge represented a change in underlying cognitive mechanisms, resulting in improvements in observable fluency.
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“Accuracy in performance does not guarantee acquisition of fluency, but AEs that provide timing data or assess accuracy in time limited contexts would (cf., de Jong & Perfetti, 2011).”
From The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012) · cites this paper as de Jong & Perfetti, 2011
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“task repetition leads to changes in utterance fluency, reflected as speed (e.g., articulation rate), breakdown (e.g., pauses), and repair fluency (e.g., repetitions).”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY (2022) · cites this paper as de Jong & Perfetti, 2011
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Constant time limit was imposed throughout because increasing time pressure can sometimes reduce the amount of repetition in subsequent performances, which may be considered as a less ideal condition for proceduralization (e.g., de Jong & Perfetti, 2011;de Jong & Tillman, 2018).”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY (2022) · cites this paper as de Jong & Perfetti, 2011
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“In task-based language teaching and learning, the facilitative role of repeating a speaking task was found for fluency development.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY (2022) · cites this paper as de Jong & Perfetti, 2011
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“The words and syntactic patterns that are primed and repeated across consecutive performances may facilitate L2 fluency development (de Jong & Perfetti, 2011;de Jong & Tillman, 2018).”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY (2022) · cites this paper as de Jong & Perfetti, 2011
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“Task repetition enhances L2 fluency development (e.g., Ahmadian & Tavakoli, 2011;Bygate, 1996Bygate, , 2001;;de Jong & Perfetti, 2011;Lambert et al., 2017;Lynch & Maclean, 2000;Thai & Boers, 2016).”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT: AN EFL CLASSROOM STUDY (2022) · cites this paper as de Jong & Perfetti, 2011
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“Procedural knowledge is quickly processed in parallel with other cognitive processes and thus places less of a burden on working memory [38].”
From Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood (2023) · cites this paper as [38]
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THE CONTRIBUTION OF COMPLEXITY, ACCURACY AND FLUENCY TO LANGUAGE FOR SPECIFIC PURPOSES
Rausch, A. S. (2016) · DOAJ (DOAJ: Directory of Open Access Journals)
Metadata
- Authors
- de Jong, N., & Perfetti, C. A.
- Affiliations
- Vrije Universiteit Amsterdam (NL)
- University of Pittsburgh (US)
- Corresponding author
- de Jong, Nel
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2011-01-20
- Volume
- 61
- Issue
- 2
- Pages
- 533-568
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2136576070
- Cited by
- 250
- References
- 59
- Citations by year
- 2026: 7 · 2025: 19 · 2024: 24 · 2023: 20 · 2022: 16 · 2021: 24 · 2020: 25 · 2019: 18 · 2018: 20 · 2017: 15 · 2016: 14 · 2015: 13 · 2014: 15 · 2013: 11 · 2012: 9
- FWCI
- 92.30
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Language Learning (publishedVersion)
- VU Research Portal (submittedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- Funders
- National Science Foundation (0354420)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
- Keywords
- oral fluency, speech repetition, proceduralization, English as a second language, fluency training, speech recordings, vocabulary repetition
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