The impacts of motivation and task types on L2 oral fluency development in higher education in Vietnam

Authors

  • Vo Nguyen Da Thao University of Foreign Languages, Hue University, Vietnam

Keywords:

oral fluency, task types, motivation

Abstract

This study was conducted to investigate the impacts of motivation and task types on the development of L2 oral fluency in higher education in Vietnam. The quantitative method was employed to achieve this goal. The participants were thirteen teachers and thirty second-year students at the university. Questionnaires with close items for students and instructors and semi-structured interview questions for instructors were employed as data collection instruments. The results suggested that teachers consider that a student would be successful with proper motivation and the task success is just being motivated. In addition, the findings reveal that performance is, in general, statistically more fluent in dialogue but also indicate that performances in the two modes are not different. This article is a part of my dissertation project, which examines teachers and students' perspectives on the factors influencing the oral fluency of L2 students in universities in Vietnam.

Author Biography

Vo Nguyen Da Thao, University of Foreign Languages, Hue University, Vietnam

Vo Nguyen Da Thao is an English teacher at VN-UK Institute for Research and Executive Education, The University of Da Nang, Vietnam. Also, she is currently a PhD student in TESOL at Hue University.  She has been teaching for seven years, and her research interest is in Second Language Acquisition, Language testing and assessment, and English for academic/specific purposes.

References

Abda, K. (2017). Assessing the Factors That Affect Teaching Speaking Skills: The Case of Robe Teachers’ College, English Department Second Year Students. International Journal of Humanities & Social Science Studies, 3(5), 285-299.

Beardsmore, B. (1972). Testing oral fluency. Rapport d'activites de l'Institut de Phonetique, 1971-1092. Belgium: Universite libre de Bruxelles. Annual meeting of l' Association Belge de Linguistique Appliquee, Sept. 25 (ERIC Document Reproduction Service No. ED 115078)

Bosker , H. R. , Pinget , A.-F. , Quené , H. , Sanders , T. , & De Jong , N. H . ( 2013 ). What makes speech sound fluent? The contributions of pauses, speed and repairs. Language Testing , 30 , 159 – 175 .

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4thed.).White Plains, NY: Pearson Education.

Candilas, K. (2021). Developing English-Speaking Skills through Socratic Questioning in Online Synchronous Learning. AsiaCALL Online Journal, 12(3), 74-81. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/52

Chastain, K. (1988). Developing second-language skills: Theory and practice (3rd ed.). Orlando: Harcourt Brace Jovanovich.

Chau, K. G. (2021). The Effect of ICT on Learners’ Speaking Skills Development. International Journal of TESOL & Education, 1(1), 22–29. Retrieved from https://i-jte.org/index.php/journal/article/view/4

Dore, C. (2015). Perceptions of fluency. British Council ELT Master’s Dissertation Awards: Winner. London: British Council. Available at: https://englishagenda.britishcouncil.org/ sites/default/files/attachments/dissertation_design_for_publication_2016_reading_univer- sity_cecilia_dore.pdf (accessed April 2017).

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(03), 117. https://doi.org/10.1017/S026144480001315X

Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509. https://doi.org/10.1093/applin/amp042

Heyun, Y. (1999). Second Language Oral Fluency and Self-willing Motivation, 1–9.

Karpovich, I., Sheredekina, O., Krepkaia, T., & Voronova, L. (2021). The use of monologue speaking tasks to improve first-year students' English-speaking skills. Education Sciences, 11(6). https://doi.org/10.3390/educsci11060298

Kormos, J., & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System. https://doi.org/10.1016/j.system.2004.01.001

Kopnická, S., & Calgary, A. (2016). UNIVERSITY OF CALGARY Fluency and the Role of Training in Second Language German.

Os, M. Van, Jong, N. H. De, & Bosker, H. R. (2020). Fluency in dialogue :, (March), 1–36.

Lewis, C. (2002). Lesson Study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.

Loukriz, S. (2013). Investigating the teachers' motivational strategies to enhance students' oral fluency.

Luu, L. P. T., Nguyen, T. N. Q., Vo, N. T. T., & Nguyen, M. T. H. (2021). The Need of Applying English Learning Apps to Help Van Lang University Students Improve Their Spoken English Performance. AsiaCALL Online Journal, 12(2), 72-86. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/33

Neira, R. A. O. (2019). The impact of information gap activities on young EFL learners' oral fluency. Profile: Issues in Teachers’ Professional Development, 21(2), 113–125. https://doi.org/10.15446/profile.v21n2.73385

Pabro-Maquidato, I. M. (2021). The Experience of English Speaking Anxiety and Coping Strategies: A Transcendental Phenomenological Study. International Journal of TESOL & Education, 1(2), 45–64. Retrieved from https://i-jte.org/index.php/journal/article/view/32. EOI: http://eoi.citefactor.org/10.11250/ijte.01.02.003

Richards, J. C. (2006). Communicative language teaching today. Language Teaching (Vol. 25). https://doi.org/10.2307/3587463

Harmer, J. (2002). The practice of English language teaching. Harlow: Longman.

Heyun, Y. (1999). Second Language Oral Fluency and Self-willing Motivation, 1–9.

Le, C. Van. (2001). Language and Vietnamese pedagogical contexts. Teachers Edition, 2001(Nov), 34–40.

Lestari, S. (2018). Exploring The Factors Affecting Students’ English Speaking Fluency (Doctoral dissertation, UIN Ar-Raniry Banda Aceh). AR-Raniry State Islamic University Banda Aceh

Nzanana, J. B. (2016). Language Learning Motivation and Oral Proficiency in Learners of English As a Foreign Language: the Case of University Students in Rwanda, 1–124.

Skehan, P. (2009c). Models of speaking and the assessment of second language proficiency. In A. Benati (Eds.), Issues in second language proficiency (pp. 202–15). London: Continuum.

Su, A. A. T., Cao, T. X. T., Le, D. L. V., Nguyen, L. N. T., & Nguyen, T. L. A. (2021). Improving English Speaking Ability Through E-Learning. AsiaCALL Online Journal, 12(2), 58-71. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/29

Tavakoli, P., & Skehan S. (2005). Strategic planning, task structure, and performance testing in R. Ellis (ed.): Planning and Task- Performance in a Second Language. John Benjamins.

Tavakoli, P. (2016). Fluency in monologic and dialogic task performance: Challenges in defining and measuring L2 fluency. International Review of Applied Linguistics in Language Teaching, 54(2), 133-150. https://doi.org/10.1515/iral-2016-9994

Tavakoli, P., & Foster, P. (2008). Task design and second language performance: The effect of narrative type on learner output. Language Learning 58. 439–473.

Teh, W. (2021). Communicative Language Teaching (CLT) in The Context of Online Learning: A Literature Review. International Journal of TESOL & Education, 1(2), 65–71. Retrieved from https://i-jte.org/index.php/journal/article/view/23. EOI: http://eoi.citefactor.org/10.11250/ijte.01.02.004

Tran, O. T. T. (2021). The The Efficiency of E-teaching Activities in Teaching Speaking Skills for English Major Students. AsiaCALL Online Journal, 12(4), 1-8. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/51

Vesal, N. S., Vesal, M. S., & Tavakoli, M. (2015). The effect of task type on complexity , accuracy , and fluency of Iranian EFL candidates ’ oral production : IELTS interview test in focus, 36.

Segalowitz, N. (2016). Second language fluency and its underlying cognitive and social determinants. IRAL - International Review of Applied Linguistics in Language Teaching, 54(2), 79–95. https://doi.org/10.1515/iral-2016-9991

Skehan P, Xiaoyue B, Qian L, Wang Z. The task is not enough: Processing approaches to task-based performance. Language Teaching Research. 2012;16(2):170-187. doi:10.1177/1362168811428414

Vygotsky, L. (1962). Thought and language (E. Hanf-Mann & G. Vakar, Trans.). Cambridge, MA: MIT Press.

Vygotsky, L.S. (1978) Mind in Society: Development of Higher Psychological Processes, Harvard University Press, Cambridge.

Yahay, M., & Kheirzadeh, S. (2015). The Impact of Oral Presentation on Fluency and Accuracy of Iranian EFL Learners’ Speaking, 2(5), 114–123.

Zaremba, A. J. (2006). Speaking professionally. Canada: Thompson South-Western.

Zoltán Dörnyei, Kata Csizér, Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey, Applied Linguistics, Volume 23, Issue 4, December 2002, Pages 421–462, https://doi.org/10.1093/applin/23.4.421

Downloads

Published

04-10-2021

How to Cite

Vo, N. D. T. (2021). The impacts of motivation and task types on L2 oral fluency development in higher education in Vietnam. International Journal of TESOL & Education, 1(3), 88–104. Retrieved from http://i-jte.org/index.php/journal/article/view/85