Abstract:
Learning from experience is a central physiological and theoretical idea in
adult language learning which has become increasingly important in the field
of second language acquisition (SLA) and is closely connected to task-based
language teaching (TBLT). Accordingly, this study was designed to
investigate the role of experience-based learning strategies in developing
male and female upper-intermediate EFL learners’ speaking fluency. To this
end, from the target population of 300 language learners attending evening
English classes at a language institute, a sample of 50 upper-intermediate
participants were randomly chosen by administering an Oxford Placement
Test (OPT). The average age of the selected students ranged between 17 and
25. An interview was utilized as a pre-test to determine participants’
speaking fluency entry behavior. Subsequently, they were divided into two
groups labeled as experimental and control groups. While the control group
students received instruction through a traditional method without any focus
on experience-based activities and strategies, those in the experimental group
were exposed to interactive solutions verbally participating in class
discussions during task-based classroom sessions in which they discussed
their experiences in performing carefully prepared two-way tasks. The
analysis of the data obtained from the post-test interview indicated that the
participants in the experimental group outperformed those in the control
group. Moreover, the results reflected that experience-based tasks
considerably improved the learners’ speaking fluency. Notably, the findings
of the present study may have certain insightful pedagogical implications for
language instructors and material developers.
Machine summary:
Persian Abstract Pedagogical Efficacy of Experience-Based Learning (EBL) Strategies for Improving the Speaking Fluency of Upper-intermediate Male and Female Iranian EFL Students Ehsan Namaziandost1, Mehdi Nasri1, & Fariba Rahimi Esfahani1* * Correspondence: Rahimi_fariba@yahoo.
Accordingly, this study was designed to investigate the role of experience-based learning strategies in developing male and female upper-intermediate EFL learners’ speaking fluency.
To what extent, does experience-based learning strategies influence speaking fluency of male Iranian EFL learners?
Experience-based learning strategies do not influence on speaking fluency of male Iranian EFL learners.
In another study, Namaziandost, Abdi Saray, and Rahimi Esfahani (2018) investigated the effect of writing practice on improving speaking skill among pre-intermediate EFL learners.
Descriptive statistics for pre-test speaking fluency of male control and experimental groups (Words per minute) (View the image of this page) Website: www.
This means that experience-based instruction influences speaking fluency of male and female upper- intermediate learners of English.
Since, the concept of meaning is common in Mohamed Kassem’s (2018) study, it would seem to be reasonable to claim that experience-based learning and speaking fluency are related constructs.
Then according to the findings of this study, it could be claimed that experience-based learning develops both male and female upper-intermediate students’ speed of processing.
After comparing the mean word frequency of pre-test and post-test results, it was revealed that participants speaking fluency has been significantly improved as a result of experience-based instruction.
Improving speaking fluency in a task-based language teaching approach: The case of EFL learners at PUNIV-Cazenga.