EFL Senior Students’ Perceptions of Speaking Fluency and Coherence and Factors

Affecting these Qualities in the IELTS Speaking Test

CHAPTER 2 LITERATURE REVIEW 3.000 đến 3.500 từ.
2.1 Speaking
Definition of speaking
Speaking skills encompass the ability to communicate effectively and fluently in the
English language, which constructs a fundamental aspect of language proficiency. Harmer
(2007) indicated that speaking skills are the proficiency in relation to articulating
thoughts, ideas, and information, comprising various linguistic components namely
vocabulary, grammar, pronunciation, and discourse coherence. Speaking skills are crucial
for successful communication in a variety of contexts, including academic, professional,
and social settings.
In essence, proficiency in English speaking skills encompasses the ability to express
oneself clearly, coherently, and appropriately in spoken communication. These skills play
a crucial role in facilitating effective interaction, comprehension, and expression in
English-speaking environments.

References:
1. Harmer, J. (2007). The practice of English language teaching 4th ed. England: Pearson
Education Limited.

The Significance of Speaking in Language Teaching and Learning

Speaking plays a significant role in language teaching and learning, which serves as a
cornerstone of communicative competence and linguistic proficiency. Speaking skills are
essential for language learners to have engagement in meaningful interactions, express
their thoughts and ideas, and actively participate in social and academic contexts
Savignon (1991) asserted the communicative nature of language learning, which
highlights the significance of speaking in facilitating real-life communication. The ability
to speak fluently and coherently is pivotal for language learners to negotiate meaning,
convey messages effectively, and build interpersonal relationships in a wide range of
cultural settings. In addition, Nunan (2003) illustrated the role of speaking in promoting
learner autonomy and fostering communicative competence. Speaking activities provide
learners with opportunities to practice and refine their language skills, which leads to
enhanced confidence and proficiency in oral communication.
Furthermore, speaking activities are vital to promote interactive and collaborative
learning environments, where learners can engage in authentic communication and boost
their speaking skills through meaningful interaction. Hedge (2001) emphasized the
importance of communicative tasks and role-play activities in language classrooms, which
encourage learners to use language creatively and purposefully in simulated real-life
situations. Besides, Richards and Rodgers (2014) are in favor of task-based approaches to
language teaching in which speaking tasks are designed to promote fluency, accuracy, and
communicative competence.
Speaking occupies a central position in language teaching and learning, which
provides learners with opportunities to optimize their oral communication skills, interact
with others, and engage in authentic language use. By focusing on approaches to teaching
speaking skills, educators can enhance students’ communicative competence and prepare
them for real-life communication situations.

References:
Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL
quarterly, 25(2), 261-278.
Nunan, D. (2003). The impact of English as a global language on educational policies and
practices in the Asia‐Pacific Region. TESOL quarterly, 37(4), 589-613.
Hedge, T. (2001). Teaching and learning in the language classroom (Vol. 106). Oxford,
UK: Oxford university press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching.
Cambridge university press.

2.1.2 Speaking Competence

2.1.2.a Definition of speaking competence
Rồi (NGƯỜI)
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2.1.2.b The significance of speaking competence in teaching and learning English as
a Foreign Language
The significance of speaking competence in teaching and learning English as a Foreign
Language (EFL) extends beyond mere linguistic proficiency; it serves as a gateway to
effective communication and cultural exchange. Celce-Murcia (2001) indicated that
speaking competence is a cornerstone of communicative competence, which facilitates
learners to involve in authentic interactions and negotiate meaning in various social
contexts. Furthermore, Hymes (1972) asserted that language is not solely a system of
grammatical rules but a medium through which individuals express cultural identities and
negotiate social relationships. Hence, the cultivation of speaking competence in EFL
instruction not only enhances linguistic competence but also promotes cross-cultural
comprehension and intercultural communication abilities, which is highly crucial in
today’s globalized world.

References:
Celce-Murcia, M. (2001). Language teaching approaches: An overview. Teaching English
as a second or foreign language, 2(1), 3-10.
Hymes, D. (1972). On communicative competence. sociolinguistics, 269293, 269-293.

2.1.4 Speaking fluency and speaking coherence

2.1.4.a Definition (Người)

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2.1.4.b The significance of fluency and coherence in English speaking assessment
tests
The significance of fluency and coherence in English speaking assessment tests cannot be
undervalued seeing that they are indispensable components that reflect a candidate’s
communicative effectiveness and language proficiency.
 Weir (2005) asserted that speaking fluency entails not only the speed of speech but
also the smoothness and naturalness of expression, which demonstrates the speaker’s
ability to convey ideas effortlessly. Additionally, according to Alderson (2000), coherence
involves the logical organization and connection of ideas, which exhibits the speaker’s
capacity to maintain a coherent discourse structure.
Overall, the incorporation of fluency and coherence criteria in English speaking
assessment tests facilitates a comprehensive examination of candidates’ communicative
competence and language proficiency in authentic settings.

References:
Weir, C. J. (2005). Language testing and validation. Hampshire: Palgrave McMillan, 10,
9780230514577.
Alderson, J. C. (2000). Assessing reading. Cambridge University Press.

2.1.5 Evaluating speaking V

2.1.5.a Definition
Evaluating speaking involves evaluating an individual’s ability to produce oral language
(Fulcher, 2014). Furthermore, Bachman (1990) states that evaluating peaking is deemed
essential across various assessment contexts, including large-scale, small-scale, and
classroom-based assessments.

References:
Fulcher, G. (2014). Testing second language speaking. Routledge.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford
university press.

2.1.5.b Main current English speaking assessment tests

In the age of globalization, several main English speaking assessment tests hold
prominence in evaluating individuals’ language proficiency and communicative
competence.
 First and foremost, the International English Language Testing System (IELTS)
functions as one of the most widely recognized and accepted assessments in the
contemporary world, which assess speaking competence as well as other language skills
(IELTS, n.d.). IELTS test is considered as an indispensable gateway for academic,
professional, and immigration purposes of numerous individuals.
Besides, the Test of English as a Foreign Language (TOEFL) evaluates speaking
proficiency as part of its in-depth assessment of English language skills (ETS, n.d.). This
assessment plays a pivotal role in determining individuals’ language proficiency for
various comprehensive needs.
In addition, the Pearson Test of English (PTE) has emerged as another paramount
English speaking assessment test on the globe. PTE evaluates speaking competence along
with other language skills to simulate real-life communication circumstances (Pearson,
n.d.). The inclusion of PTE in the collection of English proficiency tests offers candidates
and institutions a diverse range of assessment options catering to different preferences and
needs.
In essence, the standardized English language assessments including IELTS,
TOEFL, and PTE facilitate a holistic evaluation of candidates’ speaking abilities, which
enable informed decisions regarding language proficiency requirements and language-
related opportunities in a variety of educational and professional contexts.

References:
- IELTS. (n.d.). What is IELTS? Retrieved from https://www.ielts.org/about
- ETS. (n.d.). TOEFL iBT Test Content. Retrieved from https://www.ets.org/toefl/test-
takers/ibt/about/content
- Pearson. (n.d.). Pearson Test of English. Retrieved from https://pearsonpte.com/

2.1.6 IELTS test

2.1.6.a Definition (NGƯỜI)
2.1.6.b THE SIGNIFICANCE OF THE IELTS TEST IN TEACHING AND
LEARNING ENGLISH AS A FOREIGN LANGUAGE
The IELTS test functions as a widely recognized and standardized assessment tool for
measuring language proficiency in teaching and learning English as a Foreign Language
(EFL).
According to Weir (2005), the IELTS test serves as a standard for evaluating candidates'
English language skills, including speaking fluency and coherence, which guides
language instruction and curriculum development. Additionally, Alderson (2001)
elucidated the IELTS test's influence on EFL teaching methodologies as educators or
teachers frequently tailor their instruction and lectures to be relevant to the test's
assessment criteria and objectives. Moreover, the IELTS test's global recognition and
acceptance assist EFL learners in having access to international integration and academic
opportunities (Taylor, 2006).
Thus, comprehending the significance of the IELTS test in EFL teaching and learning is
equally vital for both educators and learners given that it effectively shapes language
instruction practices and intensively prepares students for personal, academic and
professional endeavours.

References:
Weir, C. J. (2005). Language testing and validation. Hampshire: Palgrave McMillan, 10,
9780230514577.
Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Taylor, L. (2006). IELTS: High-stakes testing or English language assessment? In J.
Charles Alderson & L. Taylor (Eds.), The IELTS research reports: Studies of reliability
and validity (pp. 23-33). Cambridge University Press.

2.1.7 IELTS speaking assessment test

2.1.7.a Definition (NGƯỜI)

2.1.7.b 4 key assessment criteria in the IELTS speaking assessment test

2.1.7.c Key assessment criteria of fluency and coherence in the IELTS speaking
assessment test

2.1.7.d The significance of fluency and coherence in the IELTS speaking assessment
test

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