Using dialogue template in developing low proficiency English as a Second Language learners' oral fluency

Abstract

This study examined the effectiveness of dialogue template (DT) in developing low proficiency English as a Second Language (ESL) learners’ oral fluency. 20 low proficiency participants in pre-university level were randomly assigned to instructional intervention in control (n=9) and experimental (n=11) groups. Only participants in experimental group were subjected to DT use during fluency session. Obtained gain scores from pretest to posttest’ subtraction were used in the quantitative analyses to gauge participants’ oral fluency improvement in terms of speech rate, mean length of run and average length of pause. Significant gain made by experimental group was tested using independent t-test formula. This explanatory study also employed observation scheme and semi-structured interview as the basis for qualitative analyses. Quantitative results showed that the participants in the experimental group performed higher speech rate and produced more words between pauses (mean length of run) than the control group. These statistically significant results were supported by the teacher’s observation and the participants’ responses to the interview. The teacher observed that participants’ speech rate improved throughout the instructional intervention and acknowledged the benefits of DT and chunks in developing their oral fluency. Participants’ positive responses related to their fluency progress and DT features also support the quantitative findings, suggesting that DT was effective in developing oral fluency in two respects: speech rate and mean length of run.