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Developing Oral Fluency in English: EFL Teachers' Understanding, Self-Reported Practices, and Textbook Support.

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Title: Developing Oral Fluency in English: EFL Teachers' Understanding, Self-Reported Practices, and Textbook Support.
Alternate Title: Desarrollo de la fluidez oral en inglés: comprensión, prácticas y uso de libros de texto de un grupo de docentes.
Authors: Robayo Acuña, Lina María1 lmrobayoa@unal.edu.co
Source: Profile: Issues in Teachers' Professional Development. jul-dic2025, Vol. 27 Issue 2, p121-136. 16p.
Subject Terms: *Language teachers, *Language ability, *Verbal behavior testing, *Qualitative research, *Curriculum evaluation, *Educators, *Cognitive psychology, Oral communication
Abstract (English): This qualitative study examined the understanding of oral fluency among nine Colombian EFL teachers, their practices for promoting it, and the extent to which their classroom EFL textbooks support the development of oral fluency. Data were gathered through semi-structured interviews and a content analysis of textbooks. The findings evidenced that the teachers define fluency as both parallel to overall English proficiency and as an aspect of speech production narrowly related to the cognitive, utterance, and perception aspects of fluency. Furthermore, teachers reported a wide range of fluency activities proven beneficial by research, although their course textbooks seem not to sufficiently foster oral fluency. These results suggest that teachers' fluency definitions are not dichotomous, highlighting the need to relate teachers' cognitions of fluency with theoretical accounts. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Este estudio cualitativo examinó la comprensión de nueve profesores colombianos de inglés sobre la fluidez oral, sus prácticas para promoverla y la medida en que sus libros de texto contribuyen al desarrollo de la fluidez oral. Los datos se recopilaron mediante entrevistas semiestructuradas y un análisis de contenido de los libros utilizados. Los resultados revelan que los participantes definen la fluidez como parte del dominio general del inglés y como un aspecto de la producción oral vinculado a factores cognitivos, de enunciación y de percepción. Aunque utilizan prácticas respaldadas por la investigación, los libros de texto de sus cursos parecen no fomentar suficientemente la fluidez. Esto subraya la necesidad de alinear las concepciones de los docentes con los enfoques teóricos. [ABSTRACT FROM AUTHOR]
Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Label: Title
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  Data: Developing Oral Fluency in English: EFL Teachers' Understanding, Self-Reported Practices, and Textbook Support.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Desarrollo de la fluidez oral en inglés: comprensión, prácticas y uso de libros de texto de un grupo de docentes.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Robayo+Acuña%2C+Lina+María%22">Robayo Acuña, Lina María</searchLink><relatesTo>1</relatesTo><i> lmrobayoa@unal.edu.co</i>
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  Data: <searchLink fieldCode="JN" term="%22Profile%3A+Issues+in+Teachers'+Professional+Development%22">Profile: Issues in Teachers' Professional Development</searchLink>. jul-dic2025, Vol. 27 Issue 2, p121-136. 16p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+behavior+testing%22">Verbal behavior testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+evaluation%22">Curriculum evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This qualitative study examined the understanding of oral fluency among nine Colombian EFL teachers, their practices for promoting it, and the extent to which their classroom EFL textbooks support the development of oral fluency. Data were gathered through semi-structured interviews and a content analysis of textbooks. The findings evidenced that the teachers define fluency as both parallel to overall English proficiency and as an aspect of speech production narrowly related to the cognitive, utterance, and perception aspects of fluency. Furthermore, teachers reported a wide range of fluency activities proven beneficial by research, although their course textbooks seem not to sufficiently foster oral fluency. These results suggest that teachers' fluency definitions are not dichotomous, highlighting the need to relate teachers' cognitions of fluency with theoretical accounts. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Este estudio cualitativo examinó la comprensión de nueve profesores colombianos de inglés sobre la fluidez oral, sus prácticas para promoverla y la medida en que sus libros de texto contribuyen al desarrollo de la fluidez oral. Los datos se recopilaron mediante entrevistas semiestructuradas y un análisis de contenido de los libros utilizados. Los resultados revelan que los participantes definen la fluidez como parte del dominio general del inglés y como un aspecto de la producción oral vinculado a factores cognitivos, de enunciación y de percepción. Aunque utilizan prácticas respaldadas por la investigación, los libros de texto de sus cursos parecen no fomentar suficientemente la fluidez. Esto subraya la necesidad de alinear las concepciones de los docentes con los enfoques teóricos. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190395890
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.15446/profile.v27n2.115146
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 121
    Subjects:
      – SubjectFull: Language teachers
        Type: general
      – SubjectFull: Language ability
        Type: general
      – SubjectFull: Verbal behavior testing
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Curriculum evaluation
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Cognitive psychology
        Type: general
      – SubjectFull: Oral communication
        Type: general
    Titles:
      – TitleFull: Developing Oral Fluency in English: EFL Teachers' Understanding, Self-Reported Practices, and Textbook Support.
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              M: 07
              Text: jul-dic2025
              Type: published
              Y: 2025
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