Exploring English-speaking fluency among Iraqi EFL students at the Colleges of Basic Education in different contexts

Abstract

This study aims to assess the level of English-speaking fluency among  Iraqi EFL students at the Colleges of Basic Education and it is an attempt to investigate the statistical difference between students' fluency performance in monologic and dialogic tasks. The instrument include a test of oral fluency of two main tasks (monologic and dialogic) and a related analytical rubrics to score the participants’ responses. A sample of (310) male and female EFL students from third year Basic Education college ( 155 from University of Almustansiriyah /College of Basic Education and 155 from University of Diyala /College of Basic Education) has been selected randomly. The results show that the Iraqi EFL students’ speaking fluency performance is distributed across four fluency levels: excellent, good, fair, and poor. (40%) of students  are within the fair fluency level. ( 30%) of the students are classified as good speakers, while only 10% demonstrated excellent fluency and 20% were categorized as poor speakers. Iraqi EFL students demonstrated significantly higher fluency levels in dialogic tasks than in monologic ones,  in the total fluency performance and across the three fluency dimensions: speed, breakdown, and repair