International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2020, Vol. 11(1) 87-100

Enhancing EFL Learners’ Speaking Accuracy and Fluency Through Using Pictorial Input

Ehsan Namaziandost

pp. 87 - 100   |  Manu. Number: MANU-1908-19-0002

Published online: March 30, 2020  |   Number of Views: 56  |  Number of Download: 566


Abstract

Second language acquisition (SLA) has been affected by many internal as well as external factors. Among them, the language input that learners receive in SLA is one of the external factors which plays a fundamental role. Considering the vital role of input, this study examined the effect of pictorial input on Iranian elementary EFL learners’ speaking accuracy and fluency. To do this study, 54 Iranian elementary EFL learners were selected among 80 students at a private English Language Institute. Then, the selected participants were divided into two equal groups; experimental group and control group. After that, both groups were pretested by a speaking pre-test. Then, both groups received the treatment. The experimental group was taught through using the pre-speaking strategies; the researcher provided the students with pictorial inputs. On the other hand, the students of the control group were taught through traditional speaking activities including repetition and over-learning. The treatment took 15 sessions of 50 minutes each under the guidance of the supervisor. In the first session, the participants were homogenized. In the second session, the students were pretested. During 11 sessions, the students were taught by using pictorial input, and in the last session the two groups took the speaking post-test. After the treatment, both experimental groups took the post-test of speaking. The results of paired t-test and MANOVA revealed that the experimental group had better performance on their accuracy and fluency post-test compared to their pre-test. The results showed that there was a significant difference between the performances of the experimental and control group on the accuracy and fluency post-test. Finally, implications arising from the findings and suggestions for further research were explained.

Keywords: Accuracy, Fluency, Speaking skill, Pictorial input


How to Cite this Article?

APA 6th edition
Namaziandost, E. (2020). Enhancing EFL Learners’ Speaking Accuracy and Fluency Through Using Pictorial Input . International Journal of Research in Teacher Education, 11(1), 87-100.

Harvard
Namaziandost, E. (2020). Enhancing EFL Learners’ Speaking Accuracy and Fluency Through Using Pictorial Input . International Journal of Research in Teacher Education, 11(1), pp. 87-100.

Chicago 16th edition
Namaziandost, Ehsan (2020). "Enhancing EFL Learners’ Speaking Accuracy and Fluency Through Using Pictorial Input ". International Journal of Research in Teacher Education 11 (1):87-100.

References
  1. Azadi, G., Biria, R., & Nasri, M. (2018). Operationalising the Concept of Mediation in L2 Teacher Education. Journal of Language Teaching and Research, 9(1), 132-140. [Google Scholar]
  2. Brown, D. H. (2000). Teaching by principles – An interactive approach to language pedagogy. London: Addison Wesley Longman. [Google Scholar]
  3. Brown, H. D. (1994). Principles of language learning and teaching. Prentice-hall, Inc. [Google Scholar]
  4. Burkart, J. S. (1998). Spoken language: what it is and how to teach it. In modules for the professional preparation of teaching assistants in foreign languages. Washington, DC: center for applied linguistics.  [Google Scholar]
  5. Bygate, M. (2003). Language teaching: a scheme for teacher education, speaking. Oxford university press. [Google Scholar]
  6. Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. [Google Scholar]
  7. Chaney, A. L. (1998). Teaching oral communication in grades K-8. Boston: Allyn & Bacon. [Google Scholar]
  8. Cohen, A. D. (1998). Language learning: Insights for learners, instructors, and researchers. NY: Newbury House/HarperCollins. [Google Scholar]
  9. Cohen, A.D., Weaver, S. J., & Li, T-Y. (1995). The impact of strategies-Based Instruction on speaking a foreign language. Washington: National Language Resource Center [Google Scholar]
  10. Dalley, A. (2009). Implementing task-based language teaching in Korean classrooms. University of Brimingham. University Press. [Google Scholar]
  11. Gaillard, C. (2013). The effects of pre-speaking planning on students' performance during speaking tasks. All Theses and Dissertations. 4067. [Google Scholar]
  12. Harmer, J. (2001). The practice of English language teaching. Longman: Pearson. [Google Scholar]
  13. Harmer, J. (2001). The practice of English language teaching. Pearson Education limited England, 3rd Ed. [Google Scholar]
  14. Hashemifardnia, A., Namaziandost, E., & Sepehri, M. (2018). The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8 (1), 15-27. [Google Scholar]
  15. Hill, D. A. (1990). Visual Impact: Creative language learning through pictures. Essex: Longman Group UK Limited. [Google Scholar]
  16. Lee, J. F. (2000). Tasks and communicating in language classrooms. United States of America: McGraw Hill.  [Google Scholar]
  17. Mackey, W. F. (1978). Language teaching analysis. London: Longman. [Google Scholar]
  18. Mirshekaran, R., Namaziandost, E., & Nazari, M. (2018). The Effects of Topic Interest and L2 Proficiency on Writing Skill among Iranian EFL Learners. Journal of Language Teaching and Research, 9(6), 1270-1276. [Google Scholar]
  19. Moradi, Z., & Talebi, S.H. (2014). The effect of pre-speaking strategies instruction in strategic planning on Iranian EFL students’ awareness as well as students’ fluency and lexical resources in speaking. Procedia - Social and Behavioral Sciences, 98, 1224 – 1231. [Google Scholar]
  20. Namaziandost E., & Nasri, M. (2019). A meticulous look at Long’s (1981) interaction hypothesis: does it have any effect on speaking skill? Journal of Applied Linguistics and Language Research, 6(2), 218-230. [Google Scholar]
  21. Namaziandost E., & Nasri, M. (2019). The impact of social media on EFL learners’ speaking skill: a survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), 199-215. [Google Scholar]
  22. Namaziandost E., & Shafiee, S. (2018). Gender Differences in the Use of Lexical Hedges in Academic Spoken Language among Iranian EFL Learners: A Comparative Study. International Journal of Research in English Education, 3(4), 64-80 [Google Scholar]
  23. Namaziandost, E., & Ahmadi, S. (2019). The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study. Applied Linguistics Research Journal, 3(2), 70–82. [Google Scholar]
  24. Namaziandost, E., Abedi, P., & Nasri, M. (2019). The Role of Gender in the Accuracy and Fluency of Iranian Upper-intermediate EFL Learners’ L2 Oral Productions. Journal of Applied Linguistics and Language Research, 6(3), 110-123. [Google Scholar]
  25. Namaziandost, E., Nasri, M., & Rahimi Esfahani, F. (2019). Pedagogical Efficacy of Experience-Based Learning (EBL) Strategies for Improving the Speaking Fluency of Upper-intermediate Male and Female Iranian EFL Students. International Journal of Research in English Education, 4(2), 29-41. [Google Scholar]
  26. Namaziandost, E., Nasri, M., & Rahimi Esfahani, F. (2019). Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1. ELT Forum: Journal of English Language Teaching, 8(1), 60-77. [Google Scholar]
  27. Namaziandost, E., Rahimi Esfahani, F., Nasri, M., & Mirshekaran, R. (2018). The Effect of Gallery Walk Technique on Pre-intermediate EFL Learners’ Speaking Skill. Language Teaching Research Quarterly, 8, 1–15. [Google Scholar]
  28. Namaziandost, E., Sabzevari, A., & Hashemifardnia, A. (2018). The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender. Cogent Education,5(1), 1-27. https://doi.org/10.1080/2331186X.2018.1560601. [Google Scholar] [Crossref] 
  29. Nasri, M. & Biria, R. (2017). Integrating multiple and focused strategies for improving reading comprehension and l2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics & English Literature, 6(1), 311-321. [Google Scholar]
  30. Nasri, M., Biria, R., & Karimi, M. (2018). Projecting Gender Identity in Argumentative Written Discourse. International Journal of Applied Linguistics & English Literature, 7(3), 201-205. [Google Scholar]
  31. O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. [Google Scholar]
  32. Oxford Dictionary of Current English. (2009). Oxford: Oxford University Press. [Google Scholar]
  33. Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. [Google Scholar]
  34. Shohib. B. (2011). How to teach speaking skill. Retrieved April 18, 2013 from www. Shohib everything. blogspot.com/2012/01/how-to-teach-speaking-skill.html. [Google Scholar]
  35. Wehmeier S. (2000). Oxford advanced learner’s dictionary. Oxford: Oxford University Press [Google Scholar]
  36. Wright, A. (1990). Pictures for Language Learning. Cambridge: Cambridge University Press. [Google Scholar]