• Raziyeh Mashayekh

  Author

• Nasim Shangarffam

  Author

The present study attempted to investigate the effect of choice theory-based instruction on Iranian EFL learners’ speaking complexity, accuracy, and fluency. To this end, 60 female upper-intermediate EFL learners of 18 to 42 years of age were selected from among 70 learners through their performance on a piloted sample Cambridge Preliminary English Test (PET) and were then randomly assigned into control and experimental groups. The learners’ speaking complexity, accuracy, and fluency were quantified by a PET speaking pretest. Both groups sat in class for 14 sessions of 90 minutes, for five weeks, and were taught the same materials. In the experimental group, the students underwent the treatment based on choice theory principles, whereas the learners in the control group received task-supported instruction. A parallel test of speaking was used at the end of the treatment the data of which were analyzed utilizing Multivariate analysis of Covariance (MANCOVA) and the results demonstrated that applying choice theory-based instruction had a significantly positive impact on EFL learners’ speaking complexity, accuracy, and fluency.

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