Speaker
Description
This presentation is sponsored by Temple University Graduate Student Showcase
This presentation reports a classroom-based case study of the 4/3/2 speaking technique with an adult Japanese learner of English. Across five instructional sessions, the learner increased speech rate, reduced pauses in shorter timed rounds, and used more paraphrasing while reporting greater confidence. The findings illustrate how repeated meaning-focused speaking under shrinking time limits can support fluency development in one-on-one or classroom settings.
Abstract section 2: Contribution/research questions
This study investigated whether repeated 4/3/2 speaking practice could support measurable fluency development in an adult Japanese learner of English. It asked: (1) How did speech rate, pause frequency, and repair behavior change from pretest to posttest? (2) How did the learner’s confidence and strategies for handling vocabulary gaps change across the intervention?
Abstract section 5: References
de Jong, N. H., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533–568.
Nation, P. (1989). Improving speaking fluency. System, 17(3), 377–384.
Thai, C., & Boers, F. (2016). Repeating tasks with different types of content: Effects on L2 fluency. TESOL Quarterly, 50(2), 369–393.
Abstract section 4: Outcomes/results
Speech rate increased in all timed rounds: from 27.5 to 31.25 WPM in the four-minute round, 28.5 to 35.67 WPM in the three-minute round, and 39 to 43.5 WPM in the two-minute round. Long pauses fell from 13 to 9 in the three-minute round and to 3 in the two-minute round. The learner also used fewer repairs, paraphrased vocabulary gaps more readily, and reported greater confidence. Results suggest that structured repetition with shrinking time limits can support fluency development.
Abstract section 1: Relevance
Speaking fluency requires learners to manage message formulation, language retrieval, and delivery in real time. Research on task repetition suggests that repeating familiar content can reduce cognitive load and promote proceduralization, while the 4/3/2 technique adds progressively increasing time pressure to encourage more efficient speech. Previous studies have reported gains in speech rate and reduced hesitation under shrinking-time conditions. This study examines these processes in a one-on-one instructional context with an adult Japanese learner of English.
Abstract section 3: Content/method
The participant, an A2-level adult Japanese learner, completed a pretest, five instructional sessions, and a posttest. Each session used the 4/3/2 format: the learner spoke on the same familiar topic for four, three, and two minutes. Pre- and posttest recordings were analyzed for words per minute, pauses of 0.3 seconds or longer, and repair behavior. Session observations and a posttest interview provided qualitative evidence of confidence and strategy use.
| Title | Speaking Fluency Development through the 4/3/2 Technique |
|---|---|
| Teaching Context | General |