The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective ...The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective technique to enhance oral reading and thus speaking fluency. Fifty-one freshman students from Tamkang University in Taiwan participated in this study. They had eight 30-minute instructions during the intervention period. SPSS 11.0 was adopted to do the quantitative analysis （paired sample t-test, effect size, regression analysis）. The results indicated that there was a significant improvement in oral reading speed after the intervention （130-211 words correct per minute） regardless of the following factors： （1） gender, （2） native language, （3） time using/learning English outside of training, and （4） pre-test performance. Responses from post-test questionnaires indicated a high acceptability of RR among subject groups. Accordingly, RR appears to be a highly promising technique for automaticity development, speed training, and fluency in oral teaching.展开更多
文摘The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective technique to enhance oral reading and thus speaking fluency. Fifty-one freshman students from Tamkang University in Taiwan participated in this study. They had eight 30-minute instructions during the intervention period. SPSS 11.0 was adopted to do the quantitative analysis （paired sample t-test, effect size, regression analysis）. The results indicated that there was a significant improvement in oral reading speed after the intervention （130-211 words correct per minute） regardless of the following factors： （1） gender, （2） native language, （3） time using/learning English outside of training, and （4） pre-test performance. Responses from post-test questionnaires indicated a high acceptability of RR among subject groups. Accordingly, RR appears to be a highly promising technique for automaticity development, speed training, and fluency in oral teaching.
