The effect of monologue memorization tasks on Iranian EFL learners' fluency

Faezeh Abaspour, Hamed Barjesteh


This study sought to probe the effect of monologue memorization on EFL learners' speaking performance in Iran. In so doing, 34 intermediate EFL learners were considered as the subject pool of the present study. They were randomly classified as experimental and control. The experimental group underwent treatment including the monologue memorization task (MMT) at eight sessions. The oral performances were transcribed and analyzed to measure fluency of language output. A test of speaking was conducted to collect the data and to track the possible changes before and after the intervention in term of fluency of speaking. An independent samples t-test was conducted to find out whether or not there were significant differences between the mean scores of monologue memorization and non-monologue memorization groups. The findings revealed that when EFL learners are asked to memorize a monologue task and present it orally in a classroom, they are likely to get some improvements in their fluency of speaking. In addition, a semi structured interview and a questionnaire were conducted to screen their attitudes toward monologue memorization in their classroom students found MMT as suitable for improving their speaking skill The findings have implication for EFL learners, English language institute, materials developers and teacher trainers.

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