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Research Forum: The Relationship between Japanese EFL Learners’ Perceived Fluency and Temporal Speech Measures in a Read-Aloud Task

Tsunemoto, Aki; Uludag, Pakize; McDonough, Kim; Isaacs, Talia; (2023) Research Forum: The Relationship between Japanese EFL Learners’ Perceived Fluency and Temporal Speech Measures in a Read-Aloud Task. The Japan Association for Language Teaching Journal (JALT) , 45 (1) 10.37546/JALTJJ45.1-5. Green open access

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Abstract

This study examined the relationship between holistic rater judgments of second language (L2) speech fluency (i.e., perceived fluency) and temporal measures of fluency (i.e., utterance fluency) in a read-aloud task. 63 L2 English Japanese secondary school students were audio-recorded while carrying out a 69-word read-aloud task. 11 L2 English-speaking instructors rated the speech for perceived fluency, and the speech samples were analyzed for utterance fluency. The linear regression model revealed that articulation rate and clause-internal pauses significantly predicted perceived fluency. Findings are discussed in relation to the use of read-aloud tasks for the teaching and assessment of L2 speech fluency.

Type: Article
Title: Research Forum: The Relationship between Japanese EFL Learners’ Perceived Fluency and Temporal Speech Measures in a Read-Aloud Task
Open access status: An open access version is available from UCL Discovery
DOI: 10.37546/JALTJJ45.1-5
Publisher version: https://doi.org/10.37546/JALTJJ45.1-5
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: English as a foreign language; fluency; read-aloud task; second language speaking; speech perception
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10144963
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