Enhancing Iranian EFL learners’ speaking fluency through using task-based activities

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Arash Hashemifardnia
https://orcid.org/0000-0003-3909-5003
Hosna Rasooyar
https://orcid.org/0000-0003-0559-9262
Mehrdad Sepehri
https://orcid.org/0000-0002-8357-1444

Abstract

This study examined the effects of task-based activities on Iranian EFL learners’ speaking fluency. For this study, 50 Iranian participants were selected from students based on Oxford Quick Placement Test. The selected intermediate participants were then randomly divided into two equal groups: experimental and control. After a pre-test, a treatment was started; in the first session of the treatment, the task of ‘buying’ was given to the participants to be performed in a near authentic context. In the second, the third and the fourth sessions of the treatment, the task of ‘ordering food’, ‘ordering a bus ticket’ and ‘visiting a doctor’ were given to the participants, respectively. The control group did not receive task-based instruction. At the end of the experiment, a post-test for finding their speaking fluency was done. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05).

Keywords: Iranian EFL learners, speaking fluency, task-based speaking activities

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How to Cite
Hashemifardnia, A., Rasooyar, H., & Sepehri, M. (2019). Enhancing Iranian EFL learners’ speaking fluency through using task-based activities. Global Journal of Foreign Language Teaching, 9(1), 24-32. https://doi.org/10.18844/gjflt.v9i1.3998
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