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Examining the Perceptions and Self-Reported Practices of L2 Teachers in China Regarding Oral Fluency: A Conceptual Replication and Extension

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Title: Examining the Perceptions and Self-Reported Practices of L2 Teachers in China Regarding Oral Fluency: A Conceptual Replication and Extension
Language: English
Authors: Qiao Gan (ORCID 0000-0002-6553-7461), Lin Ma
Source: Language Teaching Research. 2026 30(4):2185-2211.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Teacher Attitudes, Language Teachers, Oral Language, Language Fluency, English (Second Language), Japanese, Knowledge Level, Definitions, Teaching Methods, Teacher Characteristics, Self Efficacy
Geographic Terms: China
DOI: 10.1177/13621688231186857
ISSN: 1362-1688
1477-0954
Abstract: This study, a partial replication of Tavakoli and Hunter, examined the perceptions and self-reported practices of 72 second language (L2) teachers of English or Japanese in China regarding oral fluency. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires and interviews. The findings aligned with the original study conducted in the UK, suggesting that L2 teachers in China often viewed fluency as encompassing speaking ability in a broad sense. Therefore, these teachers reported a large majority of free production tasks that enhanced speaking ability, rather than specifically focusing on fluency development. Collectively, these findings highlight a discrepancy between the scholarly definition of fluency and teachers' understanding of it, and underscore the importance of examining the impact of teacher perceptions on their practices for promoting fluency. Additionally, this study provided novel insights by exploring the influence of teacher variables on teachers' confidence in their knowledge about fluency. The findings demonstrated that certified teachers, teachers of multiple L2s, more experienced teachers, and teachers in more socioeconomically advantaged regions exhibited greater confidence in their knowledge about fluency. Furthermore, the interaction effects among various teacher variables were found, underlining the complexity of teachers' roles in perceiving fluency. Considering the findings from both studies, adopting a narrower definition of fluency and incorporating more fluency-focused activities in the classroom could enhance the effectiveness of fluency teaching. Moreover, this study emphasizes the importance of considering teachers' variability in their understanding of fluency.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502762
Database: ERIC
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  Data: Examining the Perceptions and Self-Reported Practices of L2 Teachers in China Regarding Oral Fluency: A Conceptual Replication and Extension
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  Data: <searchLink fieldCode="AR" term="%22Qiao+Gan%22">Qiao Gan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6553-7461">0000-0002-6553-7461</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lin+Ma%22">Lin Ma</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese%22">Japanese</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Data: This study, a partial replication of Tavakoli and Hunter, examined the perceptions and self-reported practices of 72 second language (L2) teachers of English or Japanese in China regarding oral fluency. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires and interviews. The findings aligned with the original study conducted in the UK, suggesting that L2 teachers in China often viewed fluency as encompassing speaking ability in a broad sense. Therefore, these teachers reported a large majority of free production tasks that enhanced speaking ability, rather than specifically focusing on fluency development. Collectively, these findings highlight a discrepancy between the scholarly definition of fluency and teachers' understanding of it, and underscore the importance of examining the impact of teacher perceptions on their practices for promoting fluency. Additionally, this study provided novel insights by exploring the influence of teacher variables on teachers' confidence in their knowledge about fluency. The findings demonstrated that certified teachers, teachers of multiple L2s, more experienced teachers, and teachers in more socioeconomically advantaged regions exhibited greater confidence in their knowledge about fluency. Furthermore, the interaction effects among various teacher variables were found, underlining the complexity of teachers' roles in perceiving fluency. Considering the findings from both studies, adopting a narrower definition of fluency and incorporating more fluency-focused activities in the classroom could enhance the effectiveness of fluency teaching. Moreover, this study emphasizes the importance of considering teachers' variability in their understanding of fluency.
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        Value: 10.1177/13621688231186857
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      – Text: English
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      – SubjectFull: Japanese
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: China
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