Thai EFL University Students’ Beliefs in English-Speaking Fluency
Article Sidebar
Main Article Content
Abstract
Though there is an urgent need to improve Thai graduates’ ability to speak English fluently, very few studies have focused on students’ fluency in language teaching in Thailand. The study investigated 86 third-year university students’ beliefs regarding English-speaking fluency, including the characteristics and importance of fluency and the factors promoting and hindering students’ English-speaking fluency. Through a mixed-methods design, i.e., a questionnaire, semi-structured interviews, and reflective journal entries, the results revealed that majority of the participants perceived fluency as referring to the flow of speech with few reasonable pauses. Most of them believed that fluency was important for speaking skills, that it enabled effective communication, that fluency should be prioritized over accuracy, and that those who could speak English fluently looked impressive. However, the findings showed different views among the student participants on whether accuracy can lead to fluency. Moreover, a large proportion of them still believed that speaking accurately was also important for effective communication. Interestingly, the findings also showed that some of the participants believed that fluency constituted a high rate of speech which is not supported by the literature. They believed that exposure to English, living in a good English environment, delayed corrective feedback from the teachers, using media, and participating in speaking activities could improve their English-speaking fluency. Contrastingly, individual affective factors including anxiety, lack of motivation and confidence, lack of linguistic knowledge, and immediate corrective feedback hindered their English-speaking fluency. The results also raise an awareness about Thai EFL university students’ beliefs regarding English-speaking fluency for teachers, educators, students, curriculum designers, and material creators.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abdi, M., Eslami, H., & Zahedi, Y. (2012). The impact of pre-task planning on the fluency and accuracy of Iranian EFL learners’ oral performance. Procedia - Social and Behavioral Sciences, 69, 2281–2288. https://doi.org/10.1016/j.sbspro.2012.12.199
Abugohar, M. A., Yunus, K., & Rashid, R. A. (2019). Smartphone applications as a teaching technique for enhancing tertiary learners' speaking skills: Perceptions and practices. International Journal of Emerging Technologies in Learning (Online), 14(9), 74–92. https://doi.org/10.3991/ijet.v14i09.10375
Al Murshidi, G. (2020). Effectiveness of movies in teaching and learning English as a foreign language at universities in UAE. Psychology and Education, 57(6), 442–450. https://www.researchgate.net/publication/344880376
Alaraj, M. M. (2017). EFL speaking acquisition: Identifying problems, suggesting learning strategies, and examining their effect on students' speaking fluency. The International Journal of Social Sciences and Humanities Invention, 4(1), 3215–3221. https://doi.org/10.18535/ijsshi/v4i1.05
Alghanmi, B., & Shukri, N. (2016). The relationship between teachers’ beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, 9(7), 70–86. https://doi.org/10.5539/elt.v9n7p70
Bailey, K. M. (2005). Speaking. In D. Nunan (Ed.), Practical English language teaching: Speaking (pp. 47–66). McGraw-Hill Education.
Bozorgian, H., & Kanani, S. M. (2017). Task repetition on accuracy and fluency: EFL learners’ speaking skill. International Journal of English Language and Literature Studies, 6(2), 42–53. https://doi.org/10.18488/journal.23.2017.62.42.53
Brown, G., & Harris, L. (2012). Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems. Australian Journal of Educational & Developmental Psychology, 12, 46–59. https://www.newcastle.edu.au/__data/assets/pdf_file/0015/100257/V12_brown_-and-_harris.pdf
Browne, K., & Fulcher, G. (2017). Pronunciation and intelligibility in assessing spoken fluency. In T. Isaacs & P. Trofivovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 37–53). Multilingual Matters.
Choomthong, D. (2014). Preparing Thai students’ English for the ASEAN economic community: Some pedagogical implications and trends. LEARN Journal: Language Education and Acquisition Research Network, 7(1), 45–57. https://so04.tci-thaijo.org/index.php/LEARN/article/view/102706
Davies, M. J. (2014). An overview of formulaic language and its possible role in L2 fluency development. Ritsumeikan Studies in Language and Culture, 25(3), 221–231. https://www.ritsumei.ac.jp/acd/re/k-rsc/lcs/kiyou/pdf_25-3/RitsIILCS_25.3pp.221-231DAVIES.pdf
Davis, A. (2003). Teachers' and students' beliefs regarding aspects of language learning. Evaluation & Research in Education, 17(4), 207–222. https://doi.org/10.1080/09500790308668303
Dawadi, S. (2019). Effects of task repetition on EFL oral performance. ITL-International Journal of Applied Linguistics, 170(1), 3–23. https://doi.org/10.1075/itl.16025.daw
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner’s speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177–186. https://doi.org/10.5539/ells.v6n2p177
Dincer, A. (2017). EFL learners' beliefs about speaking English and being a good speaker: A metaphor analysis. Universal Journal of Educational Research, 5(1), 104–112. https://doi.org/10.13189/ujer.2017.050113
Dinh, T. B. N., & Tran, T. D. (2020). Key factors influencing learners' oral fluency in English speaking classes: A case at a public university in Viet Nam. VNU Journal of Foreign Studies, 36(6), 93–108. https://doi.org/10.25073/2525-2445/vnufs.4631
Dörnyei, Z., &Ryan, S. (2015). The Routledge handbook of instructed second language acquistion. Routledge.
Farrell, T. S.C., & Yang, D. (2017). Exploring an EAP teacher’s beliefs and practices in teaching L2 speaking: A case study. RELC Journal, 50(1), 104–117. https://doi.org/10.1177/0033688217730144
Fitriana, R., Suhatmady, B., & Setiawan, I. (2016). Students’ preferences toward corrective feedbacks on students’ oral production. Script Journal: Journal of Linguistic and English Teaching, 1(1), 46–60. https://doi.org/10.24903/sj.v1i1.17
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquistion, 18(3), 299–323. https://doi.org/doi.org/10.1017/S0272263100015047
Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
Ha, X. V., Murray, J. C., & Riazi, A. M. (2021). High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion. Studies in Second Language Learning and Teaching, 11(2), 235–264. https://doi.org/10.1016/j.heliyon.2021.e07550
Harmer, J. (2001). The practice of English language teaching. Pearson Longman.
Hedge, T. (2001). Teaching and learning in the language classroom. Oxford University press.
Ho, P. V. P. (2018). Fluency as successful communication. In T. T. Son & P. T. Mai (Eds.), 1st National conference on English language teaching upgrade: A focus on fluency (CELTU 2018) (pp. 15–24). Science and Technics Publishing House.
Hu, B., & Tian, L. (2012). Do teachers and students share similar beliefs about teaching and learning strategies? System, 40(2), 237–254. https://doi.org/10.1016/j.system.2012.04.001
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2020 ). A questionnaire to assess students’ beliefs about peer-feedback. Innovations in Education and Teaching International, 57(3), 328–333. https://doi.org/10.1080/14703297.2019.1630294
Illyin, I., Hanifah, G. N., & Yunianti, S. (2021). The affective factors influencing students’ speaking ability. UAD TEFL International Conference, 5(1), 146–151. https://doi.org/10.12928/utic.v2.5749.2019
Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results? In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 345–361). Springer.
Kember, D. (2001). Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education, 26(2), 205–221. https://doi.org/10.1080/03075070120052116
Khamkhien, A. (2010). Teaching English-speaking and English-speaking tests in the Thai context: A reflection from Thai perspective. English Language Teaching, 3(1), 184–190. https://files.eric.ed.gov/fulltext/EJ1081501.pdf
Kinchin, I. (2004). Investigating students' beliefs about their preferred role as learners. Educational Research, 46(3), 301–312. https://doi.org/10.1080/001318804200277359
Koran, S. (2015). The role of teachers in developing learners' speaking skill. In N. Kannar (Ed.), 6th International visible conference on educational studies and applied linguistics (pp. 400–416). Irfan Publishing.
Larenas, C. D., Hernandez, P. A., & Navarrete, M. O. (2015). A case study on EFL teachers’ beliefs about the teaching and learning of English in public education. Porta Linguarum, 23, 171–186. https://doi.org/10.30827/Digibug.53765
Lee, S. J., & Branch, R. M. (2018). Students’ beliefs about teaching and learning and their perceptions of student-centred learning environments. Innovations in Education and Teaching International, 55(5), 585–593. https://doi.org/10.1080/14703297.2017.1285716
Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387–417. https://doi.org/10.1111/j.1467-1770.1990.tb00669.x
Li, X., & Wang, P. (2015). A research on using English movies to improve Chinese college students' oral English. Theory and Practice in Language Studies, 5(5), 1096–1100. https://doi.org/10.17507/tpls.0202.26
Macalister, J. (2014). Developing speaking fluency with the 4/3/2 technique: An exploratory study. TESOLANZ Journal, 22(1), 28–42. https://doi.org/10.5861/ijrsll.2013.624
Maurice, K. (1983). The fluency workshop. TESOL Newsletter, 17(4), 29.
Minghe, G., & Yuan, W. (2013). Affective factors in oral English teaching and learning. Higher Education of Social Science, 5(3), 57–61. https://doi.org/10.3968/j.hess.1927024020130503.2956
Mohammadipour, M., & Rashid, S. M. (2015). The impact of task-based instruction program on fostering ESL learners’ speaking ability: A cognitive approach. Advances in Language and Literary Studies, 6(2), 113–126. https://doi.org/10.7575/aiac.alls.v.6n.2
Nazara, S. (2011). Students' perception on EFL speaking skill development. Journal of English Teaching, 1(1), 28–43.
https://doi.org/10.13140/RG.2.2.13145.98401
Nguyen, U. T. P., & Nguyen, U. P. T. (2022). Pre-service teacher performance and high-school student uptake of oral corrective feedback in EFL classes in Da Nang. International Journal of TESOL & Education, 2(2), 119–141. https://doi.org/10.54855/ijte.22227
Ni, H. (2012). The effects of affective factors in SLA and pedagogical implications. Theory & Practice in Language Studies, 2(7), 1508–1513. https://doi.org/10.4304/tpls.2.7.1508-1513
Oda, S. (2004). Japanese high school teachers' and students' beliefs about language learning. Asian English Studies, 6, 69–96. https://doi.org/10.50875/asianenglishstudies.6.0_69
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. https://doi.org/10.1016/j.system.2009.03.2002
Pili-Moss, D. (2014). The role and timing of corrective feedback in L2 discussion activities. International Journal of Pedagogy and Curriculum, 19(4), 53–62. https://doi.org/10.18848/2327-7963/CGP/v19i04/48938
Rahayu, D. (2022). Factors affecting students' speaking fluency. International Conference on Learning and Education (ICLE), 1, 99–106. http://repository.stkippacitan.ac.id/id/eprint/1178
Rahimi, A., & Dastjerdi, H. V. (2012). Impact of immediate and delayed error correction on EFL learners’ oral production: CAF. Mediterranean Journal of Social Scienc es, 3(1), 45–54. https://doi.org/10.5901/mjss.2012.03.01.45
Ramazani, M. (2014). Mismatches in beliefs between teachers and students, and characteristics of effective English teacher: An Iranian context. Procedia - Social and Behavioral Scie nces, 98, 1518–1527. https://doi.org/10.1016/j.sbspro.2014.03.573
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Richards, J. C. (2008). Teaching listening and speaking from theory to practice. Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (Vol. 2, pp. 102–119). Macmillan.
Santos, J., & Rossana, M. (2022). Improving speaking fluency through 4/3/2 technique and self-assessment. TESL-EJ, 26(2), 1–14. https://doi.org/10.55593/ej.26102a1
Srivastava, S. (2014). Accuracy vs fluency in English classroom. New Man International Journal of Multidisciplinary Studies, 1(4), 55–58. https://www.newmanpublication.com/dash/issueworkfiles/62.pdf
Tantiwich, K., & Sinwongsuwat, K. (2019). Thai university students' use of yes/no tokens in spoken interaction. English Language Teaching, 12(3), 1–14. https://doi.org/10.5539/elt.v12n3p1
Tantiwich, K., & Sinwongsuwat, K. (2021). Thai university students' problems of language use in English conversation. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 598–626. https://files.eric.ed.gov/fulltext/EJ1310757.pdf
Tavakoli, P., & Hunter, A.-M. (2018). Is fluency being ‘neglected’in the classroom? Teacher understanding of fluency and related classroom practices. Language Teaching Research, 22(3), 330–349. https://doi.org/10.1177/1362168817708
Thituyetanh, N. (2015). The key principles for development of speaking. International Journal on Studies in English Language and Literature, 3(1), 49–53. https://www.arcjournals.org/pdfs/ijsell/v3-i1/8.pdf
Ur, P. (2012). A course in English language teaching. Cambridge University Press.
Üstünbaş, Ü., & Ortactepe, D. (2016). EFL learners’ use of formulaic language in oral assessments: A study on fluency and proficiency. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 578–592. https://doi.org/10.16986/HUJE.2016017558
Wahyuningsih, S., & Afandi, M. (2020). Investigating English-speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/10.12973/eu-jer.9.3.967
Wang, Z. (2014). Developing accuracy and fluency in spoken English of Chinese EFL learners. English Language Teaching, 7(2), 110–118. https://doi.org/10.5539/elt.v7n2p110
Willis, J. (1996). A framework for task-based learning. Longman.
Wood, D. (2007). Mastering the English formula: Fluency development of Japanese learners in a study abroad context. JALT Journal, 29(2), 209–230. https://doi.org/10.37546/jaltjj29.2-3
Wood, D. (2010). Formulaic language and second language speech fluency: Background, evidence and classroom applications. Bloomsbury Publishing.
Wray, A. (2000). Formulaic sequences in second language teaching: principle and practice. Applied Linguistics, 21(4), 463–489. https://doi.org/10.1093/applin/21.4.463
Yang, Y. I. (2014a). The implementation of speaking fluency in communicative language teaching: An observation of adopting the 4/3/2 activity in high schools in China. International Journal of English Language Education, 2(1), 193–214. https://doi.org/10.5296/ijele.v2i1.5136
Yang, Y. I. (2014b). Is speaking fluency strand necessary for the college students to develop in the EFL class? Theory and Practice in Language Studies, 4(2), 225–231. https://doi.org/10.4304/tpls.4.2.225-231
Yuh, A. H., & Kaewurai, W. (2021). An investigation of Thai students’ English-speaking problems and needs and the implementation collaborative and communicative approaches to enhance students’ English-speaking skills. The Golden Teak: Humanity and Social Science Journal, 27(2), 91–107. https://so05.tci-thaijo.org/index.php/tgt/article/view/252425/170806
Zafar, D. (2013). Use of formulaic expressions: A strategy to promote oral fluency among ESL learners. The Criterion: An International Journal in English, 4(4), 1–6. https://www.the-criterion.com/V4/n5/Zafar.pdf