The impacts of motivation and task types on L2 oral fluency development in higher education in Vietnam
Keywords:
oral fluency, task types, motivationAbstract
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.
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