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Article published In: Australian Review of Applied Linguistics
Vol. 48:3 (2025) ► pp.559–586

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The impact of explicit and implicit instruction on EFL learners’ oral performance

ORCiD logo with link | Politeknik Negeri Padang
Published online: 26 November 2024
DOI logo with link
https://doi.org/10.1075/aral.24029.mar
Abstract
This quasi-experimental study investigated the impacts of two instructional conditions on the fluency of learners’ performance. In the first condition (strategy training), learners were provided with explicit fluency strategy training for a portion of each lesson before rehearsing versions of the speaking task for the remainder of the lesson. In the second condition (massed practice), learners rehearsed the versions of the target speaking task for the entire lesson. Both instructional conditions allowed learners to benefit from language input and task repetition to help conceptualize and encode the content of their speech. Two intact classes of university EFL learners participated in this study. The data were audio recordings of participants’ oral performance of news report presentations in pre-test and post-test conditions. This data was transcribed and coded for speech rate, articulation rate, phonation/time ratio, number of filled and unfilled pauses, mean duration of pauses, mean length of run, verbatim repetition, and repairs. Although the overall effect of the training was found to be insignificant, the estimation analysis revealed that both instructional conditions improve participants’ speech fluency, with the effect sizes ranging from small to medium. These effect sizes are considered meaningful for the speech fluency development of EFL learners in the study context. Hence, both instructional conditions could be applied as a potentially complementary pedagogical strategy in EFL classrooms at the university level, particularly with regard to increasing the accuracy of teachers’ perceptions of learners’ oral proficiency.
Article outline
  • Introduction
  • Literature review
    • Explicit strategy training instruction
    • Implicit task-based instruction and speech fluency
  • Research method
    • Research design
    • Participants
    • Ethics approval
    • Materials
    • Procedures
      • Instruction procedure
    • Data analysis
      • Data transcription and coding
      • Method of analysis
  • Results
    • The fluency of learners who receive the explicit strategy training
    • The fluency of learners who received implicit instruction
  • Discussion
  • Conclusion
  • Declaration of conflicting interests
  • References
References (53)
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