The current study attempted to establish baseline quantitative data on the impacts of pushed output on two components of speaking (i.e., accuracy and fluency). To achieve this purpose, 30 female EFL learners were selected from a whole population pool of 50 based on the standard test of IELTS interview and were randomly assigned into an experimental group and a control group. The participants in the experimental group received pushed output treatment while the students in the control group received non-pushed output instruction. The data were collected through IELTS interview and then the interview of each participant was separately tape-recorded and later transcribed and coded to measure accuracy and fluency. Then, the independent samples t-test was employed to analyze the collected data. The results revealed that the experimental group outperformed the control group in accuracy. In contrast, findings substantiated that pushed output had no impact on fluency. The positive impact of pushed output demonstrated in this study is consistent with the hypothesized function of Swain’s (1985) pushed output. The results can provide some useful insights into syllabus design and English language teaching.
Sadeghi Beniss, A. R., & Edalati Bazzaz, V. (2014). The Impact of Pushed Output on Accuracy and Fluency of Iranian EFL Learners’ Speaking. Iranian Journal of Language Teaching Research, 2(2), 51-72. doi: 10.30466/ijltr.2014.20413
MLA
Aram Reza Sadeghi Beniss; Vahid Edalati Bazzaz. "The Impact of Pushed Output on Accuracy and Fluency of Iranian EFL Learners’ Speaking", Iranian Journal of Language Teaching Research, 2, 2, 2014, 51-72. doi: 10.30466/ijltr.2014.20413
HARVARD
Sadeghi Beniss, A. R., Edalati Bazzaz, V. (2014). 'The Impact of Pushed Output on Accuracy and Fluency of Iranian EFL Learners’ Speaking', Iranian Journal of Language Teaching Research, 2(2), pp. 51-72. doi: 10.30466/ijltr.2014.20413
VANCOUVER
Sadeghi Beniss, A. R., Edalati Bazzaz, V. The Impact of Pushed Output on Accuracy and Fluency of Iranian EFL Learners’ Speaking. Iranian Journal of Language Teaching Research, 2014; 2(2): 51-72. doi: 10.30466/ijltr.2014.20413
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