The Role of Reciprocal Interaction in Improving English Pronunciation and Speaking Fluency for Intermediate Students in Iraq
DOI:
https://doi.org/10.51699/literature.v5i2.407Keywords:
Reciprocal Interaction, English Pronunciation, Speaking FluencyAbstract
This study explores the role of reciprocal interaction in improving English pronunciation and speaking fluency among intermediate EFL students in Iraq. It highlights the challenges faced by learners, including limited exposure to English, traditional grammar-focused teaching methods, and insufficient practice opportunities. The research investigates how reciprocal interaction, involving cooperative tasks, peer feedback, and structured activities, enhances students' oral proficiency. The methodology includes a quasi-experimental design with pre-test and post-test assessments, engaging 90 participants in interactive learning sessions. The findings demonstrate significant improvements in students’ pronunciation accuracy, fluency, and confidence, attributed to dynamic conversational exchanges and immediate feedback. By integrating sociocultural and linguistic theories, the study emphasizes the importance of interactive environments for skill acquisition. Implications suggest adopting reciprocal interaction as a core pedagogical approach in Iraqi EFL classrooms to address learners' specific needs and promote effective language use. Additionally, this research underscores the necessity for curriculum reforms to prioritize pronunciation and fluency in language instruction. Future research should further explore long-term impacts and scalability of these methods in varied educational contexts.
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