Measurement of language learners' development in speaking proficiency is important for practicing language teachers, not only for assessment purposes, but also for evaluating the effectiveness of materials and approaches used. However, doing so effectively and efficiently presents challenges. Commercial speaking tests are often costly, and beyond…

This study investigates whether linguistic outcomes of second language (L2) learners' performance are consistent across oral and written modalities and, if so, whether the consistency remains across proficiency levels. The study also explores whether the linguistic outcomes of speaking, writing, or both are related to working memory capacity.…

This quasi-experimental study investigated the impacts of two instructional conditions on the fluency of learners' performance. In the first condition (strategy training), learners were provided with explicit fluency strategy training for a portion of each lesson before rehearsing versions of the speaking task for the remainder of the lesson. In…

This study highlights critical factors influencing English as a Foreign Language (EFL) teachers' decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers' individual differences -- namely educational background, teaching experience, and additional training -- and their decisions regarding OCF. EFL…

A significant number of students experience anxiety when asked to speak in English. This unease, often rooted in factors such as shyness, lack of confidence, uncertainty, and a lack of motivation, can hinder their active participation during English oral exams. One of the most important goals that every English language teacher should strive to…

This study investigates the effects of pre-task planning on English as a second language (ESL) learners' engagement in oral tasks in the face-to-face real-time communication (FTF) and synchronous video-based computer-mediated communication (SvCMC) modes. A total of 36 ESL learners performed two decision-making tasks (with versus without pre-task…

This study aimed to explore the perspectives of both students and teachers regarding the integration of peer feedback activities in the English Oral Presentation course and to identify any similarities or disparities in their viewpoints. The study involved 374 students enrolled in the course, along with ten English language instructors. Data…

Previous research has shown that task repetition can positively affect L2 oral performance. However, few studies have explored the effects of task repetition on young EFL learners' production. Also, task repetition research has paid little attention to effects of "spacing" examined through longer time intervals between the two occasions…

Language testing research has suggested that placement accuracy can be an important factor in the consequences of placement decision-making. However, previous studies primarily have used a one-shot teacher judgment of placement accuracy, suffering from a lack of students' perspectives of their time-varying experiences. The present study aimed to…

The study aimed to examine the effect of using Blended Content-Based Instruction (BCBI) to enhance EFL university students' oral communication skills. The study begins with a review of literature and previous studies dealing with blended content-based instruction (BCBI) and oral communication skills. The researcher prepared a list of oral…

Recent research shows that musical training improves children's development of oral and aural skills. This study focuses on developing and testing a methodological framework (Music as a Medium of instruction, MMI) in English language teaching (ELT) by contrasting MMI and gamification methodologies with the participation of 22 Spanish children all…

Working with peers in small groups is conducive to learning, and collaborative learning has been widely adopted in second language classrooms. Leadership, defined as the initiative taken to influence others in a group, plays a significant role in successful teamwork, but has not received due attention in research on collaborative peer work. To…

This article reports a qualitative action research study regarding the influence of strategies that may be used in oral conversation to avoid communication breakdowns. After analyzing college students' performance in English as a Foreign Language (EFL) classes, the problem was that many adult learners exhibited poor oral English communication…

This study investigated 11 Taiwanese elementary school English teachers' designs and implementations of design thinking lessons. The analysis of qualitative data (lesson plans, observations, interviews) and quantitative data (questionnaire) reached the following major findings. Firstly, English teachers considered their design thinking instruction…

An extensive number of corrective feedback (CF) studies have examined learners' errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners' uptake of CF and their second language development. However, learners' errors with formulaic sequences (FSs) comprising idioms,…