Vol. 2 No. 8 (2025): International Journal of Science and Technology
Articles

COGNITIVE AND TECHNOLOGICAL STRATEGIES FOR DEVELOPING SPEAKING FLUENCY IN EFL LEARNERS

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  • Nazarov Nazarov Bekhzod Bakhtiyarovich

Published 23-06-2025

Keywords

  • Speaking fluency, EFL learners, cognitive strategies, technological tools, AI language platforms, retrieval practice, shadowing, chunking, automaticity, oral communication, fluency development, task-based learning, speech recognition, language processing, learner motivation, pronunciation practice, virtual interaction, digital tools, fluency feedback, real-time speaking, communicative competence, fluency assessment, EFL pedagogy, language production, speaking confidence, learner autonomy, voice technology, mobile-assisted language learning, interactive speaking, synchronous communication
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

COGNITIVE AND TECHNOLOGICAL STRATEGIES FOR DEVELOPING SPEAKING FLUENCY IN EFL LEARNERS. (2025). INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY, 2(8), 69–72. https://doi.org/10.70728/tech.v2.i08.025

Abstract

Developing speaking fluency in English as a Foreign Language (EFL) learners remains a central challenge in language education, demanding a multifaceted approach that integrates cognitive insights and technological innovations. Speaking fluency is not solely a matter of vocabulary and grammar; it requires automaticity, confidence, and the ability to process language in real-time. This article explores a dual framework combining cognitive strategies—such as chunking, shadowing, and retrieval practice—with technology-enhanced learning tools, including speech recognition software, AI-based language platforms, and virtual speaking partners. It argues that fluency develops most effectively when learners engage in repeated, meaningful oral communication tasks supported by  mmediate feedback and contextual learning. The integration of these strategies into classroom practice can significantly enhance  earner autonomy, motivation, and communicative competence. Drawing on recent research and practical case studies, the article  offers actionable recommendations for EFL teachers seeking to foster a more dynamic, fluency-oriented speaking curriculum that  everages both the science of learning and the affordances of modern educational technology. 

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References

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