Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Despite substantial development in second-language (L2) fluency research, fluency remains underexplored in L2 teaching. Emerging evidence suggests that research-based fluency-enhancing activities are not fully utilized in classrooms, partly due to teachers’ relatively broad conceptualization of fluency. To address this issue, this study examines (1) teachers’ beliefs about fluency and fluency-enhancing activities and (2) the extent to which these beliefs are reflected in their classroom practices. By triangulating data from questionnaires, interviews, and classroom observations, this study contributes to the growing body of L2 fluency research, which has primarily focused on teachers’ self-reported data, thereby paving the way toward bridging the research–pedagogy gap. Using a mixed-methods approach, the analysis revealed (1) a...

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