This paper presents a study that looked into the structuring of tasks that may foster oral fluency in an intensive eight-week course with 25 young adult and adult learners of English as a foreign language in a format of tutoring sessions for conversation. The action research involved two teachers and a research advisor, coauthors of this paper. Researchers identified two drawbacks: learners claimed that instruction was not helpful for them to use English outside the classroom and that they had difficulty in retaining information in long-term memory. With surveys, interviews, observations, and videos, the research team gathered data on students' progress, goals, performance and beliefs. The pedagogical intervention with Task-Supported Teaching (TST) produced these results: a) TST promoted cooperation b) the degree of participation correlated with the students’ purpose for learning English, and c) TST raised their awareness on the acquisition of speaking.

中文翻译：

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任务支持式教学以提高EFL口语流利度

本文提出了一项研究，研究了在一个密集的为期八周的课程中可能会提高口语流利性的任务的结构，该课程以25个年轻人和成年英语作为外语的成年学习者为对象，采用会话辅导形式。行动研究由两位老师和一位研究顾问共同撰写。研究人员发现了两个缺点：学习者声称教学对他们在教室外使用英语没有帮助，并且他们很难将信息保留在长期记忆中。通过调查，访谈，观察和视频，研究团队收集了有关学生进度，目标，表现和信念的数据。通过任务支持教学（TST）进行的教学干预产生了以下结果：