Promoting EFL students’ accuracy and fluency through interactive practice activities

Main Article Content

Kim McDonough
Masatoshi Sato

Abstract

This study examined the effectiveness of interactive activities at facilitating EFL students’ production of English relative clauses. Thirty-seven EFL learners in Chile carried out interactive activities designed to elicit relative clauses. Pre- and posttests were used to examine whether carrying out the activities facilitated the students’ production of relative clauses. All interactions were audio-recorded and the transcripts were analyzed to determine how accurately and fluently the students produced relative clauses before, during, and after the practice activities. Whereas accuracy was defined as errors involving relative clause formation, fluency was operationalized in terms of the number of pauses, false starts, and self-corrections that occurred within relative clauses. The results showed that the students produced significantly more accurate relative clauses on the posttest; however, their production of dysfluencies remained unchanged. Implications for the use of interactive activities are discussed.

 
 
 

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How to Cite
McDonough, K., & Sato, M. (2019). Promoting EFL students’ accuracy and fluency through interactive practice activities. Studies in Second Language Learning and Teaching, 9(2), 379-395. https://doi.org/10.14746/ssllt.2019.9.2.6
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Articles
Author Biographies

Kim McDonough, Concordia University, Montreal

Kim McDonough is Professor and Canada Research Chair in Applied Linguistics at Concordia University. Her research interests include task-based language teaching, collaborative writing, and visual cues during interactive L2 use.

Contact details: Concordia University, 1455 de Maisonneuve Blvd W, Education Department, FG 6-151, Montreal, QC H3G 1M8 Canada (kim.mcdonough@concordia.ca)

Masatoshi Sato, Universidad Andrés Bello, Santiago

Masatoshi Sato is Associate Professor in the Department of English at Universidad Andrés Bello, Chile. His research interests include peer interaction, corrective feedback, learner psychology, professional development, and the research-pedagogy link. In addition to his publications in international journals, he recently coedited the: Peer Interaction and Second Language Learning (2016, John Benjamins), The Routledge Handbook of Instructed Second Language Acquisition (2017, Routledge), and Evidence-Based Second Language Pedagogy (2019, Routledge). He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award.

Contact details: Universidad Andrés Bello, Department of English, Faculty of Education & Social Science, Fernández Concha 700, Las Condes, Santiago, 7550000 (masatoshi.sato@unab.cl)

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