The Effect of Mock Conference on EFL Learners’ Speaking Lexical Complexity

This study explores the impact of mock conferences on the lexical complexity of Iranian EFL learners, addressing significant challenges in developing speaking proficiency in non-native contexts. Given the limited exposure to English-speaking environments and the predominance of traditional rote-learning methods, Iranian learners often struggle to achieve advanced vocabulary use and communicative competence. This research examines whether participation in mock conferences can foster lexical complexity in upper-intermediate learners, enhancing their speaking abilities. A quasi-experimental design divided 100 participants from an Iranian language institution into control and experimental groups. The experimental group engaged in a mock conference, receiving training on presentation skills and etiquette, while the control group followed standard instructional practices. Lexical complexity was assessed via pre- and post-intervention using the Type-Token Ratio (TTR), a measure of vocabulary diversity. Statistical analysis of the experimental group's results showed a significant improvement in lexical complexity post-intervention, in contrast to the control group's negligible change. These findings support using mock conferences as an effective pedagogical approach for enhancing vocabulary diversity and overall linguistic proficiency in EFL contexts. Although the study includes some limitations, such as the Small sample size and its focus on a specific cultural and institutional context, which may affect the generalizability of the findings, it suggests that implementing such interactive, context-based learning activities can be instrumental in promoting advanced speaking skills and lexical development among EFL learners, especially in linguistically isolated environments.