The effect of task orientation on second language learners' development of complexity, accuracy, and fluency

This doctoral thesis investigated improvements and developments in the oral proficiency and development of the target language among young EFL learners throughout a five-week implementation period. Development of global oral proficiency, complexity, accuracy, and fluency (henceforth, CAF) were used and measured. An experimental approach was used to study and evaluate the outcomes of this methodological application. Sixty-six non-native English language students in a Turkish private high school were tested using a series of five sequential picture narration tasks, including a training week. The participants were assigned to three independent groups: Task repetition only (TR control), self-initiated task repetition with post-task transcription (TRPT-S), and instructor-supported task repetition with post-task transcription (TRPT-T). Recorded task group narrations were manifested in terms of CAF and analysed with the initial speaking scores. In the ANCOVA repeated measures tests, results indicated that CAF components displayed overall growth in all groups, particularly the highest with the accuracy component in TRPT-T, and in the compared group comparisons, fluency showed development in the final task. In light of these findings, this doctoral thesis provides a deeper understanding of how young second language learners' global oral proficiency levels can be assisted and enhanced in terms of CAF.