Abstract:

Following the claim that tasks impact qualitatively and quantitatively on learner talk, a growing body of research has explored the effects of tasks on learners’ fluency, complexity and accuracy (i.e., oral performance). However, this research has been mostly conducted in experimental and second language settings, leaving considerably unexplored the effects of tasks on oral performance in EFL classrooms. In response to this, the present study examined learners’ oral performance during speaking practice in EFL classrooms. In exploring uncontrolled teacher- and learner- led speaking practice at three proficiency levels, the findings indicated that fluency can be accompanied by either complexity or accuracy, but not all three dimensions. These findings raise intriguing questions as to the effectiveness of speaking practice to promote oral performance and thus competence. In an attempt to enhance these interactions, the study suggests some pedagogical implications involving interactional behaviour, post-tasks, and task manipulation which may promote the three dimensions.

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