Fluency Development in Timed Writing: The Role of Proficiency.

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Bibliographic Details
Title:	Fluency Development in Timed Writing: The Role of Proficiency.
Authors:	Doe, Timothy¹ timdoe@meiji.ac.jp, Nakao, Teruyo² teruyo.nakao@tyg.jp
Source:	TESL-EJ. May2026, Vol. 30 Issue 1, p1-22. 22p.
Subject Terms:	Fluency (Language learning), Foreign language education, Lexicology, Communicative competence, Japanese students, Linguistic complexity
Abstract:	While research examining foreign language fluency development in timed writing has shown its potential to bring about improvement in language proficiency, it remains unclear how different groups of learners can benefit from this activity. To investigate the role of proficiency, this study examined the writing produced by 35 Japanese English as a foreign language university students from low- and higher-level classes. 422 samples of timed writing were collected over 13 weeks and analyzed for development in complexity, accuracy, lexis, and fluency (CALF). Results showed significant improvement in writing fluency for both groups. However, the higher-level group made steady gains across the semester, while growth in the lower-level group was limited to the initial weeks of the study. Furthermore, examination of the developmental trajectories of the CALF measures suggested the higher-level group was able to attend to both fluency and complexity, but the lower-level group was unable to do so. Both groups showed a great deal of variation in lexis and accuracy. The results suggest that learners need to pass a proficiency threshold in order for timed writing to benefit fluency development. Finally, although both groups reacted positively to the activity, differences were also seen in their reasoning. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	While research examining foreign language fluency development in timed writing has shown its potential to bring about improvement in language proficiency, it remains unclear how different groups of learners can benefit from this activity. To investigate the role of proficiency, this study examined the writing produced by 35 Japanese English as a foreign language university students from low- and higher-level classes. 422 samples of timed writing were collected over 13 weeks and analyzed for development in complexity, accuracy, lexis, and fluency (CALF). Results showed significant improvement in writing fluency for both groups. However, the higher-level group made steady gains across the semester, while growth in the lower-level group was limited to the initial weeks of the study. Furthermore, examination of the developmental trajectories of the CALF measures suggested the higher-level group was able to attend to both fluency and complexity, but the lower-level group was unable to do so. Both groups showed a great deal of variation in lexis and accuracy. The results suggest that learners need to pass a proficiency threshold in order for timed writing to benefit fluency development. Finally, although both groups reacted positively to the activity, differences were also seen in their reasoning. [ABSTRACT FROM AUTHOR]
ISSN:	10724303
DOI:	10.55593/ej.30117a7