The Effects of Different Tasks on English Language Learners’ Speaking Complexity, Accuracy, and Fluency
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This study investigated the effects of different task types on the speaking complexity,accuracy, and fluency of Korean university students who were learning English. Seventy students taking a course in English pronunciation were asked to record andupload their verbal answers to various task prompts. The chosen task types wereargumentative, descriptive, and narrative, and the researcher divided the task types into these three groups based on the characteristics of each task type. Topic familiarity was controlled as an intervening variable. The results of analysis showed that thedescriptive task was influential on the level of learners’ accuracy. The argumentativetask was influential on the learners’ fluency and complexity in speaking performance. The results suggest that different task types may influence learners’ speakingperformance, so teachers should be keen at choosing appropriate types of tasks for aparticular teaching purpose. To check accuracy in speech production for universitylevel EFL learners, teachers can use descriptive tasks. To measure speech complexity and fluency, argumentative tasks can be employed.
Abstract
This study investigated the effects of different task types on the speaking complexity,accuracy, and fluency of Korean university students who were learning English. Seventy students taking a course in English pronunciation were asked to record andupload their verbal answers to various task prompts. The chosen task types wereargumentative, descriptive, and narrative, and the researcher divided the task types into these three groups based on the characteristics of each task type. Topic familiarity was controlled as an intervening variable. The results of analysis showed that thedescriptive task was influential on the level of learners’ accuracy. The argumentativetask was influential on the learners’ fluency and complexity in speaking performance. The results suggest that different task types may influence learners’ speakingperformance, so teachers should be keen at choosing appropriate types of tasks for aparticular teaching purpose. To check accuracy in speech production for universitylevel EFL learners, teachers can use descriptive tasks. To measure speech complexity and fluency, argumentative tasks can be employed.
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