Speech fluency among L1 Arabic elementary and intermediate learners of English as a foreign language

Abstract This study examines the fluency of L1 Arabic learners of English as a Foreign Language (EFL) across two proficiency levels – elementary and intermediate, corresponding to A2 and B1 of the Common European Framework of Reference for Languages (CEFR) – and explores the relationships between fluency aspects within each group. Sixty EFL learners participated by narrating two picture stories, and their oral performances were coded for measures of breakdown, speed, and repair fluency using PRAAT software. Results from MANOVA revealed significant proficiency-related effects on breakdown fluency, particularly on the frequency of filled pauses and between-clause pauses, as well as on articulation rate. Follow-up one-way ANOVA indicated that the intermediate learners made significantly fewer filled pauses, a greater number of between-clause pauses, and had a faster articulation rate than the elementary learners. Correlation analyses revealed that fluency aspects interact differently in the speech of elementary and intermediate learners, suggesting that the transition from elementary (A2) to intermediate (B1) proficiency may involve certain changes in the underlying speech processes. These findings help to better understand fluency in the speech of L1 Arabic learners of EFL at elementary and intermediate proficiency levels.