Fluency in spoken English: challenges and strategies for philology students
DOI:
https://doi.org/10.17721/2663-0303.2025.1.04Keywords:
fluency, spoken English, teaching strategies, philology students, methods for improving English fluencyAbstract
The article discusses the importance of enhancing English fluency in Philology majors. It also identifies various definitions of fluency, problems that students face in fluency development and suggests comprehensive strategies for their improvement. The paper highlights the implementation of teaching strategies that can be integrated into the EFL classroom. Additionally, the author provides several reasons for achieving fluent spoken English, which is increasingly recognised as an essential skill. This research employs a mixed-methods approach to investigate the development of English speaking fluency among philology students. The study provides designs to measure changes in speaking fluency over a one-semester period. The author proposes an assessment based on four criteria, with data collection grounded in both quantitative evaluation scores and qualitative observations. The article examines key methods for improving spoken English and fluency, such as interactive teaching methods, technological tools, authentic materials usage, feedback, peer learning and individualisation of studying. They are proposed to be discussed and analysed during students' training in fluency skills in practical classes. The results of the oral fluency experiment are to be reflected in future research.
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