Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension

Abstract

This study, a partial replication of Tavakoli and Hunter, examined the perceptions and self-reported practices of 72 second language (L2) teachers of English or Japanese in China regarding oral fluency. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires and interviews. The findings aligned with the original study conducted in the UK, suggesting that L2 teachers in China often viewed fluency as encompassing speaking ability in a broad sense. Therefore, these teachers reported a large majority of free production tasks that enhanced speaking ability, rather than specifically focusing on fluency development. Collectively, these findings highlight a discrepancy between the scholarly definition of fluency and teachers’ understanding of it, and underscore the importance of examining the impact of teacher perceptions on their practices for promoting fluency. Additionally, this study provided novel insights by exploring the influence of teacher variables on teachers’ confidence in their knowledge about fluency. The findings demonstrated that certified teachers, teachers of multiple L2s, more experienced teachers, and teachers in more socioeconomically advantaged regions exhibited greater confidence in their knowledge about fluency. Furthermore, the interaction effects among various teacher variables were found, underlining the complexity of teachers’ roles in perceiving fluency. Considering the findings from both studies, adopting a narrower definition of fluency and incorporating more fluency-focused activities in the classroom could enhance the effectiveness of fluency teaching. Moreover, this study emphasizes the importance of considering teachers’ variability in their understanding of fluency.