Implementing Speaking Fluency Activities

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Timothy Doe, Kwansei Gakuin University; Stephen Hurling, Tokyo University of Agriculture and Technology

Studies have shown that fluency activities that require students to repeat previously used language forms and items have positive effects on speaking skills in both the short- and long-term. However, there have been few studies that have examined the use of similar activities in EFL settings. This study compared two groups of 1st-year Japanese university students, who completed weekly fluency development activities for a semester at either the outset or the conclusion of the lesson. Students who completed the activity at the conclusion of the lesson had more opportunities to repeat previously used utterances. Therefore, the study sought to investigate whether the timing of the fluency activity in the lesson affected student performance. The findings of this study showed that while both groups were able to speed up their performance, this increase was related to repetition only for the group who completed the activity at the conclusion of the lesson.