Negotiated Interaction and Reciprocal Teaching: The Case of Speaking Fluency

The present study aimed at finding any significant difference between the effect of reciprocal teaching and negotiated interaction on EFL learners’ speaking fluency. The sample of the study consisted of sixty students, who were selected from among ninety intermediate EFL learners based on the mean and standard deviation of the scores. Then, these students were grouped into two experimental groups, with each group consisting of thirty members. To make sure that the students were homogenous in term of their speaking skill, both groups sat for a speaking fluency pretest. In the next step, the participants in the first experimental group underwent reciprocal teaching using Palincsar and Brown (۱۹۸۴) model while those in the second experimental group were taught, using negotiated interaction in accordance with Pica’s (۱۹۹۱) framework. Following the treatment, the students in both groups took the speaking fluency posttest for purpose of exploring the research question. The results of statistical analysis showed that compared to negotiated interaction, reciprocal teaching had a more effective role in improving the speaking fluency. The findings of the study indicated that teachers would do well to be encouraged to become more involved in reciprocal teaching when it comes to speaking fluency.

Keywords:

Speaking , speaking fluency , Reciprocal teaching , Negotiated interaction