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

Gorde:
Argitaratua izan da:Theory and Practice in Language Studies vol. 14, no. 12 (Dec 2024), p. 3756
Egile nagusia: Han, Xu
Beste egile batzuk: Yahya, Yasir, Yap, Ngee Thai
Argitaratua:
Academy Publication Co., Ltd.
Gaiak:
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
Sarrera elektronikoa:Citation/Abstract
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Laburpena: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
Baliabidea:Education Database