Pedagogical Efficacy of Experience-Based Learning (EBL) Strategies for Improving the Speaking Fluency of Upper-intermediate Male and Female Iranian EFL Students
Publish Year: 1398
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_IJREE-4-2_003
تاریخ نمایه سازی: 12 بهمن 1399
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 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 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 pretest 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 posttest 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 language the learners’ speaking fluency. Notably, the findings of the present study may have certain insightful pedagogical implications for language instructors and material developers.
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Authors
Ehsan Namaziandost
Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
Mehdi Nasri
Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
Fariba Rahimi Esfahani
Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
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