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Explaining the Fluency Gap for Native and Non-Native English Public Speakers

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Bibliographic Details
Title: Explaining the Fluency Gap for Native and Non-Native English Public Speakers
Language: English
Authors: Chris R. Sawyer (ORCID 0000-0002-0736-9201), Karley A. Goen, Delwin E. Richey
Source: International Society for Technology, Education, and Science. 2025.
Availability: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Language Fluency, English (Second Language), Native Speakers, English, Anxiety, Cognitive Processes, Public Speaking, Language Proficiency, Interference (Learning), College Students
Assessment and Survey Identifiers: State Trait Anxiety Inventory
Abstract: This study examines the "fluency gap" in public speaking between native (L1) and non-native (L2) English speakers through the lens of state anxiety, cognitive interference and mental effort. Employing an empirical design incorporating speech recordings, self-assessments, and audience evaluations, the research seeks to elucidate the cognitive-linguistic mechanisms underlying dysfluencies and inform pedagogical strategies for enhancing L2 public speaking proficiency. [For the complete proceedings, see ED678757.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678762
Database: ERIC
Description
Abstract:This study examines the "fluency gap" in public speaking between native (L1) and non-native (L2) English speakers through the lens of state anxiety, cognitive interference and mental effort. Employing an empirical design incorporating speech recordings, self-assessments, and audience evaluations, the research seeks to elucidate the cognitive-linguistic mechanisms underlying dysfluencies and inform pedagogical strategies for enhancing L2 public speaking proficiency. [For the complete proceedings, see ED678757.]