چکیده:
This meta-analysis is an investigation into the impressibility of two dimensions
of the speaking skill, namely accuracy and fluency, in relation to the
experimented treatments among Iranian EFL undergraduates. Having surveyed a
collected bank of 74 research reports, the relationships among the variables in
the 14 included studies were examined. More specifically, the analysis involved
a statistical review of 67 effect sizes (at 95% CI) calculated from studies
conducted between 2006 and 2016, including 890 participants. The analysis
indicated that in 77% of the experimented treatments, the students performed as
well as the students in the regular programs with no significant improvement in
oral accuracy. The analysis also demonstrated that 63% of the treatments did not
yield significant improvement in oral fluency in comparison with the regular
instruction. Moreover, the synthesis of the effects of the contextual factors
showed that low-level (i.e., elementary) learners experienced a better
improvement in speaking performance. The analysis also revealed that, among
the experimented treatments, dialogic tasks were most effective on oral accuracy
while interviews were influential in promoting the students’ both oral accuracy
and fluency. Finally, the quality of the study reports was analyzed and some
directions for further research were suggested.
خلاصه ماشینی:
speaking, accuracy, fluency, EFL undergraduates, meta-analysis Keywords: Introduction Learning to speak a foreign language is commonly difficult, especially at the initial and intermediate stages of learning, so that learners often resort to thinking-for-speaking patterns, code-switching and other ways of retaining and repairing their speech and avoiding communication breakdowns in the form of deviations from form or meaning or both / accuracy or fluency or both (Robinson & Ellis, 2008).
Moreover, the divergent results (even contradictory in some cases) obtained from previous studies as well as the question of whether their discussions and proposed resolutions would have practical contributions to language teaching led the present researchers to seek to shed light on earlier findings and to conduct an analytical review of the effectiveness of the treatments having been implemented as independent variables.
To fill this gap, the present meta-analytic review of the effectiveness of English Language Teaching (ELT) practices on accuracy and fluency was conducted by collecting data from experimental studies and calculating and comparing effect sizes across them.
The outcome of each study experiment is realized as an effect size, being it the difference between the mean for the control group and the mean for the treatment group, divided by the overall standard deviation (Cavanaugh, Gillan, Kromrey, Hess & Blomeyer, 2004).
based on Skehan&Foster(1999)=2, subjective measurement=1, not reported=0 24 Significance of development of fluency Whether the treatment resulted in significant development in fluency Yes=1, no=2, not reported=0 25 Measure of accuracy (View the image of this page)The coding manual encompasses five categories of study descriptors, namely identification, methodology, intervention, outcome measures and quality assessment.