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Journal articles on the topic 'English-only Fluency'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Gabriel, B. Egbe. "Language Preference among Nigerian Undergraduates and the Future of English." International Journal of English Language and Translation Studies 02, no. 04 (2014): 52–65. https://doi.org/10.5281/zenodo.15943.

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What will be the future of English in Nigeria? Put more apprehensively, will the English language die in Nigeria in the near future? These questions are answered by reporting on the language preference at home of some Nigerian undergraduates in order to gauge the future of English in Nigeria. The investigation sought to determine the language(s) most preferred for communication at home among Nigerian undergraduates. From a sample drawn from students in a private Nigerian university, 66.7% identified English as the most frequently used language at home while 64.1% indicated fluency in English a

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Azhar, Iliana Putri, and Revathi Gopal. "Effects of “English-Only Policy” on Students’ Fluency and Motivation Level in Speaking English." English Teacher 50, no. 3 (2021): 157–72. http://dx.doi.org/10.52696/egjq3860.

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The study aims to examine the influence of English-only policy on students’ fluency and motivation level to speak English. The respondents of the study are 20 secondary school students in Hulu Perak who are divided into two groups; experimental group and control group. The research design of this study is quantitative through quasi-experimental and survey. A pre and post-speaking test and a questionnaire which consists of 9 items using 5-point Likert scale are used for data collection. The data is analysed through mean scores of pre and post-test between experimental and control group and the

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Patra, Abhijeet, Arpita Bose, and Theodoros Marinis. "Performance difference in verbal fluency in bilingual and monolingual speakers." Bilingualism: Language and Cognition 23, no. 1 (2019): 204–18. http://dx.doi.org/10.1017/s1366728918001098.

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AbstractResearch has shown that bilinguals can perform similarly, better or poorly on verbal fluency task compared to monolinguals. Verbal fluency data for semantic (animals, fruits and vegetables, and clothing) and letter fluency (F, A, S) were collected from 25 Bengali–English bilinguals and 25 English monolinguals in English. The groups were matched for receptive vocabulary, age, education and non-verbal intelligence. We used a wide range of measures to characterize fluency performance: number of correct, fluency difference score, time-course analysis (1st RT, Sub-RT, initiation, slope), cl

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Lleras-Muney, Adriana, and Allison Shertzer. "Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schooling Laws on Immigrants." American Economic Journal: Economic Policy 7, no. 3 (2015): 258–90. http://dx.doi.org/10.1257/pol.20120219.

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We provide the first estimates of the effect of statutes requiring English as the language of instruction and compulsory schooling laws on the school enrollment, work, literacy, and English fluency of immigrant children during the Americanization period (1910–1930). English-only statutes moderately increased the literacy of certain foreign-born children, particularly those living in cities or whose parents were not fluent in English. However, these laws had no impact on immigrants' eventual labor market outcomes or measures of social integration (from 1940 census and WWII enlistment records).

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Vacalares, Sophomore T. "English-only Versus Mother Tongue: An Analysis on Students’ Fluency and Self-confidence." International Journal of Research and Innovation in Social Science 07, no. 02 (2023): 1148–59. http://dx.doi.org/10.47772/ijriss.2023.7206.

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This study evaluates the impact of English-only policy and mother tongue instruction on the fluency and self-confidence of one hundred-two second-year education students taking a Bachelor of Secondary Education degree major in English at Local Community Colleges in Misamis Oriental. The researcher used a mixed-method approach, combining Focus Group Discussions, Survey Questionnaires, and Classroom Observations to triangulate the data and establish reliable findings. The results show that the main factors that affect students’ self-confidence in speaking English in the classroom are their fear

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Ginther, April, Slobodanka Dimova, and Rui Yang. "Conceptual and empirical relationships between temporal measures of fluency and oral English proficiency with implications for automated scoring." Language Testing 27, no. 3 (2010): 379–99. http://dx.doi.org/10.1177/0265532210364407.

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Information provided by examination of the skills that underlie holistic scores can be used not only as supporting evidence for the validity of inferences associated with performance tests but also as a way to improve the scoring rubrics, descriptors, and benchmarks associated with scoring scales. As fluency is considered a critical, perhaps foundational, component of speaking proficiency, temporal measures of fluency are expected to be strongly related to holistic ratings of speech quality.This study examines the relationships among selected temporal measures of fluency and holistic scores on

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Gul, Nasim, Syed Sabih-Ul-Hassan, and Said Imran. "An Exploration of the Factors Responsible For English Language Oral Fluency Problems Faced By the Undergraduate Level Students in District Kohat." Journal of Education and Social Studies 3, no. 2 (2022): 95–109. http://dx.doi.org/10.52223/jess.20223205.

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The present study was conducted on the English language oral fluency problems faced by students at the university level. The main purpose was to look into factors responsible for oral fluency problems faced by the BS English students at FATA University and Kohat University of Science Technology (KUST) Kohat. Data were taken from the undergraduate students of BS English through a questionnaire. The questionnaire was divided into two sections, i.e. section A and section “B” which contain 32 items, of which 30 were closed-ended, and only 2 items were open-ended. The study yielded important result

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S., Gomathy. "LEARNING A NEW LANGUAGE – TASKS INVOLVED." International Journal of Applied and Advanced Scientific Research 2, no. 2 (2017): 8–9. https://doi.org/10.5281/zenodo.830890.

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“Change is the end result of all true learning.” ― Leo Buscaglia Learning means change - a mental change which results in attitudinal change. Learning English as the second language will result in change of attitude. Unlimited languages are there for everyone to learn. India has more than 34 languages of spoken ones. English is the language brought to India before Independence by the British rulers. After Independence also, it has not left Indians as Nehru, Rajaji felt the need for it to be learnt, to make the future generation knowledgeable. As scientific facts and Technological inventions ar

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N, Kamalli, and Devi Meenakshi K. "A Study on “Think in English” Method for Primary School Students in India." World Journal of English Language 15, no. 7 (2025): 221. https://doi.org/10.5430/wjel.v15n7p221.

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This study examines the Think in English method, an innovative approach designed to enhance fluency by training students to think directly in English rather than translating from their native language. Conducted among primary school students in Tamil Nadu, a region where Tamil is predominantly spoken, this research addresses specific cognitive and cultural challenges encountered by learners who naturally default to thinking in Tamil before translating thoughts into English. Translation-based thinking can create barriers to fluency, hindering spontaneous language use. By promoting direct though

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Fabián, A. Aruquipa Lazarte. "Neuroscience Approaches Help Improve the Oral Output of Adult Advanced-English Students." International Journal of Innovative Science and Research Technology (IJISRT) 9, no. 2 (2024): 8. https://doi.org/10.5281/zenodo.10784102.

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Fluency in spoken English remains a challenging yet fundamental skill for adult learners at an advanced level. Despite possessing extensive knowledge of grammar, vocabulary, and linguistic competencies, a notable discrepancy arises in their ability to express themselves confidently and fluently. This paper delves into innovative research aimed at bridging this critical gap by integrating principles derived from neuropedagogy and neuroscience. The focal point lies in understanding the profound impact that the strategic integration of these principles can have on improving oral output among adul

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Al-Ghazali, Abeer Mohammed, and Yasser Alrefaee. "Silent Pauses in the Speech of Yemeni EFL Learners." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 1 (2019): 39–48. http://dx.doi.org/10.34050/els-jish.v2i1.6142.

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Speaking fluently is characterized not only by the speed of oral delivery but also by the absence of non-fluent pauses. This paper aims at investigating the pausing phenomena in the speech of the Yemeni learners of English. It investigated three aspects of silent pauses, the frequency, the placement and the length. The data were collected from 20 level four students enrolled in the Department English Language, Faculty of Education, Taiz University. The participants were recorded narrating the events of a short silent video immediately after watching it. Data were analyzed quantitatively utiliz

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Hasaskhah, Jaleh, Behzad Barekat, and Nahid Farhang Asa. "Digital Reading Fluency and Text Presentation Medium Preference in EFL Context." International Journal of Digital Literacy and Digital Competence 4, no. 3 (2013): 42–57. http://dx.doi.org/10.4018/ijdldc.2013070105.

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With the advent of digital literacy, fluency in reading from the screen has become a key category in shaping reading proficiency. Furthermore, research focusing on digital reading fluency, especially in the English as Foreign Language (EFL) context, is scarce. Therefore, this study first seeks to explore the differences in the participants’ reading fluency in paper and digital reading environments, and second to examine the participants’ attitude towards text presentation medium. To this end, the reading fluency of 30 students doing their Master’s was examined in two reading environments. Then

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Septiany, Nurbaiti, and Zuraida Zuraida. "Investigating English Students’ Strategies for Improving Oral Fluency and Self-Confidence at English Study Program Sriwijaya University." International Journal of English Education and Linguistics (IJoEEL) 7, no. 1 (2025): 97–106. https://doi.org/10.33650/ijoeel.v7i1.11326.

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This study intended to find out the strategies used by English students to improve their oral fluency in English and how these strategies that contribute to building students’ self-confidence. This study used a qualitative approach with the method of data collection through semi-structured interview to explore students' experiences. The participants in this study were 2nd semester students of English Department of Sriwijaya University Palembang, consist of 14 students of Class A Palembang and 14 students of Class B Palembang. The data in this study was collected through an interview with 10 ma

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KASTENBAUM, JESSICA G., LISA M. BEDORE, ELIZABETH D. PEÑA, et al. "The influence of proficiency and language combination on bilingual lexical access." Bilingualism: Language and Cognition 22, no. 2 (2018): 300–330. http://dx.doi.org/10.1017/s1366728918000366.

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The present study examines the influence of language proficiency and language combination on bilingual lexical access using category fluency in 109 healthy speakers. Participants completed a category fluency task in each of their languages in three main categories (animals, clothing, and food), each with two subcategories, as well as a language use questionnaire assessing their proficiency. Five language combinations were examined (Hindi–English, Kannada–English, Mandarin–English, Spanish–English, and Turkish–English). Multivariate analyses of variance revealed that the average number of corre

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Boiko, Liubov. "LEXICAL FLUENCY IN ENGLISH: CHALLENGES FOR ESP STUDENTS." Grail of Science, no. 28 (June 23, 2023): 324–27. http://dx.doi.org/10.36074/grail-of-science.09.06.2023.51.

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Lexical competence is a vital part of the foreign language fluency. The students who studied English as their second language and continue studying English for Specific Purposes should master not only general, but professionally-oriented vocabulary during their course of study. The paper explores various approaches to learning vocabulary and gives examples of different types of exercises which help students gain lexical competence.

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Kahng, Jimin. "Explaining second language utterance fluency: Contribution of cognitive fluency and first language utterance fluency." Applied Psycholinguistics 41, no. 2 (2020): 457–80. http://dx.doi.org/10.1017/s0142716420000065.

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AbstractGiven that utterance fluency in a second language (L2) is associated with not only L2 cognitive fluency but also utterance fluency in the first language (L1), the study examined to what extent different measures of L2 utterance fluency can be explained by L2-specific cognitive fluency and/or the corresponding L1 utterance fluency measures. Utterance fluency measures on speed, breakdown, and repair phenomena and cognitive fluency measures including speed of lexical retrieval, syntactic encoding, and articulation were collected in the L1 and the L2 from 44 Chinese learners of English. Th

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Miyao, Masaru, John S. Allen, Selim S. Hacisalihzade, and Lawrence W. Stark. "Effects of Natural Language on Multiple Letter Searches." Perceptual and Motor Skills 79, no. 3_suppl (1994): 1427–33. http://dx.doi.org/10.2466/pms.1994.79.3f.1427.

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9 American and 9 Turkish subjects were surveyed on multiple letter-search tasks in English, Turkish, and a text of nonwords. The Americans could only understand English, while the Turkish subjects were fluent in both Turkish and English. The parameters measured were the letter-search speed and the number of identifications of two target letters. For searching speed, there was a significant difference for only the text language. The text of nonwords was searched at the lowest speed of all by both groups of subjects. In the case of the target-letter search, only fluency in a language was a signi

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Widyastuti, Widyastuti. "Authentic Material and Automaticity for Teaching English." Register Journal 10, no. 1 (2017): 83. http://dx.doi.org/10.18326/rgt.v10i1.83-100.

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This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and mate

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Widyastuti, Widyastuti. "Authentic Material and Automaticity for Teaching English." Register Journal 10, no. 1 (2017): 83. http://dx.doi.org/10.18326/rgt.v10i1.877.

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This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and mate

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Prawiro, Indra Yoga, and Sri Lefina. "AN INVESTIGATION OF ORAL READING FLUENCY OF TENTH GRADE IN ONE OF SENIOR HIGH SCHOOLS IN INDRAMAYU." Globish: An English-Indonesian Journal for English, Education, and Culture 10, no. 1 (2021): 30. http://dx.doi.org/10.31000/globish.v10i1.3899.

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The purpose of this study is to investigate students oral reading fluency of tenth grade in one of Senior High Schools in Indramayu. According to Zuhra (2015) the students faced difficulties in English because of their poor vocabulary. The students also faced difficulties when the texts were long and complicated with various different modifying phrases. There are three subskills to measure oral reading fluency. As stated by Pey, et al (2014) there are ‘accuracy’. ‘speed’, and ‘prosody’. Case study is chosen as a research method in this study. Two instruments were used to collect the data. The

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Hwang, Inkyung, and Byungmin Lee. "Textbook-based L2 Oral Reading Fluency of Lower-level 8th Grade EFL Students and Its Association with L2 Reading Comprehension." SNU Journal of Education Research 32, no. 2 (2023): 33–53. http://dx.doi.org/10.54346/sjer.2023.32.2.33.

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The present investigation endeavors to assess the L2 oral reading fluency and comprehension abilities of Korean EFL middle school students in the context of the Korean national curriculum. Sixty-one eighth-grade students participated in the study, which involved oral reading and comprehension tests using second-year middle school English materials. Informal reading assessments were also conducted to evaluate the students' English word reading accuracy, automaticity, and prosody, and L2 oral reading fluency was determined from these measures. The results showed that only 30% of the students wer

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P. Mercado, Janelle Shian. "LEVEL OF SPEAKING PROFICIENCY AND PROFILE FACTORS OF SENIOR HIGH SCHOOL STUDENTS." International Journal of Education Humanities and Social Science 05, no. 06 (2022): 69–83. http://dx.doi.org/10.54922/ijehss.2022.0457.

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The study aimed to determine the speaking proficiency of the students along the following language components: content, fluency, grammar, pronunciation, and vocabulary. It also determined the students’ sociographic profile, academic profile, and affective profile. Frequency distribution, percentages, means and Pearson Moment Correlation were used to describe the results of the study. The result revealed that Most of the respondents are 17 years old, females and they speak Waray at home. Their most available learning materials at home are books. More than half of the students take Technical-voc

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Abdel Rahman, Mohammed Hassan. "The Effectiveness of the Logic of English Approach on the Improvement of Reading Skills of Saudi EFL Learners." Education and Linguistics Research 2, no. 1 (2016): 1. http://dx.doi.org/10.5296/elr.v2i1.8640.

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<p>The purpose of this study is to examine the extent to which the use of the Logic of English Approach can improve reading skills of Saudi EFL learners at the college of Preparatory Year Program (PYP), Ula Branch, in Taibah University. The Logic of English Approach attempts to integrate teaching with reading skills such as, reading comprehension, reading fluency, vocabulary, literacy and writing skills. The present study attempts to check only the effectiveness of this approach on the enhancement of reading fluency and comprehension. The Logic of English Approach assumes that the improv

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Mudofir, Imam, M. Farid Maftuh, M. Supriyanto, and Henny Purwaningsih. "Improving Fluency Skill in English Speaking Through Role Playing Learning Strategy at English Study Program, Administration Business Department, State Polytechnic of Madiun." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (2019): 52. http://dx.doi.org/10.18415/ijmmu.v6i4.934.

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In the preliminary study, the researchers found that the average value of fluency in English speaking is 2.25. This is because of the teacher always uses monotonous, less enjoyable learning strategy and the teacher only focuses on completing the material so that the learning process can only transfer knowledge so that the level of mastery of the material is low which ultimately decreases student achievement. To overcome this problem, researchers propose a strategy in teaching speaking skill, namely role-playing learning strategy. This study is designed to improve fluency in English speaking by

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Bejarano, Marie, Dan P. Dewey, Wendy Baker-Smemoe, Lynn E. Henrichsen, and Timothy Hall. "Adult second language learners’ social network development and perceived fluency gain in an intensive English program abroad." Study Abroad Research in Second Language Acquisition and International Education 4, no. 2 (2019): 168–92. http://dx.doi.org/10.1075/sar.17012.bej.

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Abstract This study investigated the social networks developed by language learners during 14 weeks of an intensive English as a second language (ESL) program using the Study Abroad Social Interaction Questionnaire (Dewey, Bown, Baker, Martinsen, Gold, & Eggett, 2014; Dewey, Bown, & Eggett, 2012). It also utilized native speaker judgments to evaluate ESL fluency development. Results showed that participants were successful in developing complex social networks, that their oral fluency increased significantly, and that fluency gains were related to L2 social networks. Density (average n

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Johansson, Baran, and Gert Rijlaarsdam. "Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children." L1-Educational Studies in Language and Literature 23 (January 14, 2023): 1–28. http://dx.doi.org/10.21248/l1esll.2023.23.1.374.

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Abstract  Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could

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Johnston, Lauren E., Sterett H. Mercer, and Rhonda Geres-Smith. "Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners." Canadian Journal of School Psychology 33, no. 1 (2016): 63–81. http://dx.doi.org/10.1177/0829573516658855.

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The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design with four ELL students in Grades 3 and 5. Results indicated that the two vocabulary instructional procedures, on average, did not affect reading comprehension. Despite no consistent overall effects, one student had better comprehension of passages use

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Koceva, Ana, Dafina Kostadinova, and Tanya Tabutova. "BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL." Teacher, no. 26 (November 13, 2023): 6–10. http://dx.doi.org/10.20544/teacher.26.01.

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For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need

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Reeder, Kenneth, Jon Shapiro, Jane Wakefield, and Reg D'Silva. "Speech Recognition Software Contributes to Reading Development for Young Learners of English." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (2015): 60–74. http://dx.doi.org/10.4018/ijcallt.2015070104.

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Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL

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Lorenz, Eliane, Sharareh Rahbari, Ulrike Schackow, and Peter Siemund. "Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 185–217. http://dx.doi.org/10.1558/jmtp.15517.

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This study investigates whether English in instructed settings is more successfully acquired by learners who are already bilingual in comparison to those with a monolingual background. There remains substantial controversy regarding potential advantages of bilingual speakers in their acquisition of additional languages, especially in heritage speaker contexts. We here contribute to this discussion by analysing the English C-test results of 1,718 bilingual and monolingual students of grades 7 and 9, sampled in schools across Germany. The bilingual students speak either Russian or Turkish (herit

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Paramita, Ratri, Muhammad Zulfan, and Ni Putu Oka Agustini. "Immersive language instruction: Teaching English through English to non-native speakers." Journal of Applied Studies in Language 8, no. 2 (2025): 51–62. https://doi.org/10.31940/jasl.v8i2.51-62.

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This study investigates the effectiveness of using English as the sole medium of instruction in teaching English to non-native speakers. The main goal is to evaluate how this method improves language proficiency, particularly in terms of fluency, comprehension, and confidence. The study adopts a qualitative approach, utilizing observations and interviews with both teachers and students from secondary schools that implement English-only instruction. Data were collected over a six-month period, followed by thematic analysis to uncover the key advantages and challenges of this teaching approach.

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Lin, Su-ching, and Yi-Yun Tseng. "Assessing the Impact of the Readers’ Theatre Program on Low-achieving Students: An Inclusive Evaluation Approach." Journal of Social Science Studies 10, no. 1 (2023): 201. http://dx.doi.org/10.5296/jsss.v10i1.21018.

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English education should not only focus on listening, speaking, reading, and writing but also emphasize the application of English in real-life situations, linking it to students' life experiences. However, low-achieving students often lag in English literacy, pronunciation, and reading comprehension and lack learning motivation, even giving up engaging in classroom activities and becoming "guests" in the classroom. An inclusive evaluation emphasizes diversity and inclusiveness in program evaluation and concerns marginalized and underserved groups. This study supports the spirit of inclusive e

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Ahmad, Sajad, Ajaz Shaheen, and Muhammad Hafeez. "Assessment of reading performance of non-Native English learners." Journal of Social Sciences Advancement 3, no. 3 (2022): 137–43. http://dx.doi.org/10.52223/jssa22-030305-41.

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English being an international language is the need of the time. Reading is one of the essential skills of language learning for non-native English learners. In recent years the concern of reading decline among students has become a point of discussion among educators. In this article, we probe how the quality of English reading is going down gradually among non-native English learning students. For this purpose, we measure the reading abilities of grade 5 students with multiple languages as their mother tongue, having probably not very different socio-economic backgrounds. The data of student

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Kelzang, Ngajay Tshering, Tsheten Tshering, and Dendup Tshering. "Effectiveness of Readers Theatre to Enhance English Reading Fluency in Fifth Grade: Action Research in Thrimshing Higher Secondary School." Asian Journal of Education and Social Studies 49, no. 4 (2023): 38–54. http://dx.doi.org/10.9734/ajess/2023/v49i41185.

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Researchers have identified the reading problem in the rural schools in Bhutan, and students hardly read English text. Therefore, researchers have resolved to conduct action research study to investigates the effectiveness of Readers Theatre as an intervention strategy to enhance reading fluency and motivation among fifth-grade students in the school. The researchers identified a decline in reading habits and fluency among students, particularly in English, despite recognizing the importance of reading for academic success and personal development. A mixed-method design was employed, com

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Alzahrani, Asma, and Ghazi Algethami. "Phonological Awareness and Word Reading Fluency Among Young Saudi Learners of English." International Journal of Language and Literary Studies 5, no. 1 (2023): 14–27. http://dx.doi.org/10.36892/ijlls.v5i1.1183.

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The current study explored the relationship between phonological awareness and word reading fluency among young Saudi English as a Foreign Language (EFL)learners. Two tests were completed by thirty young Saudi EFL learners. The first test comprised 25 questions related to phonological awareness. In the second test, the learners were asked to read a list of English words in one minute, and each student was given a score based on how many words they read per minute. The students scored relatively low on both tests, indicatinga deficiency in phonological awareness and difficulty in word reading.

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Howard, Philip G. "Language Initiatives." section II 38, no. 1 (2002): 92–95. http://dx.doi.org/10.7202/003143ar.

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Abstract The Dene (Indian) languages of the MacKenzie Valley of the Northwest Territories are Chipewan, Dogrib, Gwich'in and Slavey. These people did not traditionally write their languages, but in recent years linguists have produced alphabets that accurately represent the sounds of these languages. Since the 1970's the Government of the Northwest Territories, via the Department of Education and the Teacher Education Program has been sponsoring workshops and courses designed to enable many Dene to read and write in their languages, and to become language specialists qualified to teach literac

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Vaughn, Charlotte, and Aubrey Whitty. "Investigating the relationship between comprehensibility and social evaluation." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (2020): 483–504. http://dx.doi.org/10.1075/jslp.20022.vau.

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Abstract The processing fluency hypothesis proposes that listeners’ perceived difficulty processing the speech of L2 speakers (called comprehensibility/processing fluency) leads them to downgrade those speakers socially. In this paper, we investigate this relationship, focusing on context-specificity. L1-English listeners provided comprehensibility and social evaluation ratings of L1-Korean speakers speaking English, while an orthographic depiction of the speech either appeared alongside the audio or did not, a manipulation aiming to affect comprehensibility. Varying orthography between subjec

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Eka Nopriani and Fetriani. "Diagnosis of English Students Reading Fluency using Informal Reading Inventory." Teaching English and Language Learning English Journal 4, no. 1 (2024): 22–26. http://dx.doi.org/10.36085/telle.v4i1.6331.

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The objective of the research was to find out the diagonis of the English Students Reading Fluency using Informal Reading Inventory. The design of this research was descriptive method. The instrument of the research were reading fluency assessment using informal reading inventory and table checklist based on Mc Graw Hill (2017) instruction. The result showed the students include to some reading level they are: Grade 1 : 14 Independently 7 Instructional 2: Frustrational. Grade 2: 11 Independently 5 Instructional 5 Frustrational. Grade 3: 1 Independently 7 Instructional 8 Frustrational. Grade 4:

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Toomet, Ott. "Learn English, Not the Local Language! Ethnic Russians in the Baltic States." American Economic Review 101, no. 3 (2011): 526–31. http://dx.doi.org/10.1257/aer.101.3.526.

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This paper analyzes the return to dominant language fluency for ethnic Russians in the Baltic States. We look at male workers using Estonian Labor Force Survey for years 2000–2010 and the 1998 wave of a panel of high-school graduates of 1982. The results indicate that the ethnic Russian men enjoy little income premium on their skills of the dominant language. We identify positive returns only in the low end of the income distribution and in public administration sector. Surprisingly, the returns to English fluency are far larger. These outcomes point toward segregation and discrimination at th

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Dini Amalia. "The Importance of Sight Word Recognition to Improve Reading Fluency." JELP: Journal of English Language and Pedagogy 1, no. 2 (2022): 102–15. http://dx.doi.org/10.58518/jelp.v1i2.978.

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Reading is one of crucial skills for mastering English proficiency. It does not only involve the ability to pronounce correctly, but also to understand the text as a whole. It does not only have tremendous power when it comes to fuelling the development of all aspects of language ability, its importance to the entirety of a human life cannot really be overstated nowadays. The fact that English is full of silent letters and unexpected sounds provoke the learners to simply memorize the spelling of a word in order to recognize its written form in the future. The inconsistency between letters and

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Song, Yanbei. "The Influence of Background Music Teaching on Accuracy and Fluency of Freshmen ’s Oral English in China." International Journal for Innovation Education and Research 8, no. 11 (2020): 265–75. http://dx.doi.org/10.31686/ijier.vol8.iss11.2742.

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Many students like listening to music through mobile phones or computers when they are studying after class. Some students stated they were more efficiency when they were studying with the background music;some claimed they were distracted by the background music.In English teaching, students tend to have anxiety due to various subjective and objective reasons. If students are too anxious, it will affect their oral performance, especially accuracy and fluency. Therefore, to help students improve their oral English, we need to help them overcome their anxiety. In oral English teaching, an effec

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Li, Siqi, and Ping Gao. "Lexical Alignment Effect of the Continuation Task on Interpreting Trainees’ English-to-Chinese Sight Translation Fluency." International Journal of Linguistics, Literature and Translation 6, no. 10 (2023): 131–40. http://dx.doi.org/10.32996/ijllt.2023.6.10.16.

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The present study explored the alignment effect of the sight translation continuation task (STCT) and its possible influence on sight translation (ST) fluency. Thirty-four third-year English Education majors at a Chinese university were divided into two groups in the study. The experimental group who conducted the STCT read the English source text of a speech and its translation in Chinese, while the control group only read the English source text. Afterwards, both groups sight translated the continued source text into Chinese. The results indicated that (a) the experimental group aligned with

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Guo, Yazhen, and Haiyuan Chen. "A Multidimensional Development Study of Written English Complexity of High-level Non-English Major Students." English Language Teaching 13, no. 1 (2019): 156. http://dx.doi.org/10.5539/elt.v13n1p156.

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Writing is widely regarded as one of the most important parts in the field of second language learning and teaching. The main assessment elements of L2 writing can be divided into accuracy, fluency and complexity. The evaluation of writing, accuracy, fluency and complexity can not only measure the writing achievement of L2 writers, but also reflect their writing ability. Based on the complexity of writing, this study adopts the dynamic system theory to investigate the multidimensional development of written English complexity. Three sophomores of high-level non-English majors in a university a

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Arifi Waked, Reem Ahmad, Minnah Yassin, Maura Pilotti. "Take a Load off: How Cognitive Load Relates to Phonological Fluency of Novel Sounds in EFL Learners." Journal of Information Systems Engineering and Management 10, no. 29s (2025): 192–99. https://doi.org/10.52783/jisem.v10i29s.4468.

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Learning a foreign language is a complex process that requires not only requires the acquisition of a new set of phonological and lexical items, but also developing the ability to put them to use. In order to use these newly-acquired tokens, foreign language learners must first recognize words as significant, store them in working memory (WM) long enough to encode them into long-term memory (LTM), and then reverse this process while simultaneously employing both their sensory and motor cortexes for language production. Thus, retrieval of words with novel phonemes creates a heavy cognitive load

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Crible, Ludivine. "Discourse markers and (dis)fluency in English and French." International Journal of Corpus Linguistics 22, no. 2 (2017): 242–69. http://dx.doi.org/10.1075/ijcl.22.2.04cri.

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Abstract While discourse markers (DMs) and (dis)fluency have been extensively studied in the past as separate phenomena, corpus-based research combining large-scale yet fine-grained annotations of both categories has, however, never been carried out before. Integrating these two levels of analysis, while methodologically challenging, is not only innovative but also highly relevant to the investigation of spoken discourse in general and form-meaning patterns in particular. The aim of this paper is to provide corpus-based evidence of the register-sensitivity of DMs and other disfluencies (e.g. p

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Hannigan, Sharon. "EST for EMI: A Problem-Based Learning Approach to Domain-Specific Fluency." Journal of Language and Education 1, no. 1 (2015): 12–19. http://dx.doi.org/10.17323/2411-7390-2015-1-1-12-19.

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An English for Science and Technology (EST) course is offered as a potential bridge to English as a Medium of Instruction (EMI) in the sciences. Consisting of four modules, each organized around a “big problem” in science or technology, the course challenges students to collectively arrive at solutions through critical and creative thinking that ultimately finds expression in three modalities: verbal (e.g., expert panel discussions, debates) graphic (e.g., problem statements, action plans), and visual-spatial (e.g., graphs, models). It is suggested that Problem-Based Learning (PBL) approaches

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Briones, Max Samson, Kemart Villegas, Philip Andre Maroto, Jay Lleve, and Jenny Ann Sevillano. "English only please? students' views of their self-confidence in spoken English in a Philippine state university." Journal of Language and Pragmatics Studies 2, no. 2 (2023): 112–19. http://dx.doi.org/10.58881/jlps.v2i2.24.

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Speaking in front of a crowd necessitates a great deal of courage and confidence in order to adequately explain and communicate your message to the audience. According to Inayah and Lisdawati (2017), students who struggle to speak in front of a large group of people frequently lack self-confidence. In regards, the researchers utilized a qualitative research approach, specifically Interpretative Phenomenological Analysis, in conducting this study. The study seeks to determine how students perceive their confidence in spoken English, as well as the precise tactics they use for confidence reinfor

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Garcia-Ponce, Edgar Emmanuell, M. Martha Lengeling, Irasema Mora-Pablo, and Lisa Marie Conaway Arroyo. "Use of WhatsApp as a Platform to Promote English Oral Fluency and Accuracy: A Task Repetition Approach." Íkala, Revista de Lenguaje y Cultura 28, no. 1 (2023): 69–85. http://dx.doi.org/10.17533/udea.ikala.v28n1a04.

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Nowadays, English as a foreign language (EFL) teachers needed to adapt their practices to continue teaching the foreign language with the use of different emerging technologies and online platforms. This required them to develop a greater number of digital skills to promote students’ language production and achievement. Drawing on evidence which suggests that task repetition is beneficial for developing oral production in speaking and writing tasks, this exploratory study investigates the fluency and accuracy demonstrated by seven Mexican EFL students from a state university in a monologue nar

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Crible, Ludivine, Liesbeth Degand, and Gaëtanelle Gilquin. "The clustering of discourse markers and filled pauses." Languages in Contrast 17, no. 1 (2017): 69–95. http://dx.doi.org/10.1075/lic.17.1.04cri.

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Abstract This article presents a corpus-based contrastive study of (dis)fluency in French and English, focusing on the clustering of discourse markers (DMs) and filled pauses (FPs) across various spoken registers. Starting from the hypothesis that markers of (dis)fluency, or ‘fluencemes’, occur more frequently in sequences than in isolation, and that their contribution to the relative fluency of discourse can only be assessed by taking into account the contextual distribution of these sequences, this study uncovers the specific contextual conditions that trigger the clustering of fluencemes in

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Malik, Harto, Sayama Malabar, Andri Kurniawan, Husna Imro'athush Sholihah, and Lela Susanty. "Improving English Language Learning Skills Using Social Networking." Nazhruna: Jurnal Pendidikan Islam 5, no. 3 (2022): 1047–60. http://dx.doi.org/10.31538/nzh.v5i3.2361.

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This paper discussed efforts to improve English learning skills using social networking. The author believes that most students now learning English as a foreign language certainly need more opportunities to practice excellently to relax their learning. However, progress in learning English is often identified with fluency in communicating with fellow students, not in terms of fluency in speaking using various social media applications so that such an atmosphere presents an open feel for students in the form of not only communicating in friendship but still looking for robust learning solution

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