The Impact of Online Task Planning Conditions on L2 Utterance Fluency and Self-Perceived Fluency: A Study of Chinese EFL Learners

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Dades bibliogràfiques
Publicat a:	Theory and Practice in Language Studies vol. 14, no. 12 (Dec 2024), p. 3756
Autor principal:	Han, Xu
Altres autors:	Yahya, Yasir, Yap, Ngee Thai
Publicat:	Academy Publication Co., Ltd.
Matèries:	Teaching Accuracy Students Language acquisition Fluency English as a second language teaching methods Self concept English as a second language Self evaluation Speech production Cognitive load Strategic planning Chinese languages Cognition & reasoning Second language learning Learning outcomes Hypotheses Task-based language teaching Educational standards Speech perception English as a second language instruction English as a second language learning Measures Disfluencies Internet Speech Articulation Task based Planning Perceptions Video recordings Task Analysis Learning Activities Literature Reviews Language Usage Language Research Teaching Methods Applied Linguistics English (Second Language) Meta Analysis Time Repetition Syntax Short Term Memory Individual Differences Comparative Analysis Cognitive Ability Educational Facilities Improvement Attention Resource Allocation English Learners
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Descripció
Resum:	This study examines the effects of online task planning conditions оп L2 learners' utterance fluency and self-perceived fluency among Chinese EFL learners. Ninety participants were randomly assigned to Pressured Online Planning (POP), Unpressured Online Planning (UOP), and Hybrid Online Planning (HOP) groups. Participants completed a narrative task based on a Mr. Bean video clip under their respective planning conditions. Utterance fluency was measured using temporal and linguistic indicators, while self-perceived fluency was assessed through CEFR self-assessment and an Analytic Fluency Perception Scale. Results indicate that the hybrid condition yielded significantly higher speech and articulation rates, with fewer disfluencies compared to other conditions (p < .001). Notably, self-perceived fluency did not consistently align with objective measures or rater evaluations, particularly in the pressured condition. The study reveals complex relationships between task planning conditions, objective fluency measures, and learners' self-perceptions, contributing to our understanding of L2 speech production processes and informing task-based language teaching practices.
ISSN:	1799-2591 2053-0692
DOI:	10.17507/tpls.1412.09
Font:	Education Database