The Effect of Think-Pair-Share Interactional Tasks on Iranian EFL Learners' Speaking Accuracy and Fluency

Articles in Press

Document Type : Original Article

Authors

1 Department of English Language, Ha.C., Islamic Azad University, Hamedan, Iran

2 Department of English, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran

Abstract

Developing speaking accuracy and fluency remains a persistent challenge for many EFL learners, particularly in teacher-centered classrooms where opportunities for meaningful interaction are limited. To address this issue, this quasi-experimental study investigated the effect of Think-Pair-Share (TPS) interactional tasks on Iranian EFL learners' speaking accuracy and fluency. The study was conducted over 12 sessions across six successive weeks. Initially, 78 intermediate EFL learners took the Oxford Placement Test (OPT), and 42 learners whose scores fell within one standard deviation above and below the mean were selected as the final participants. They were randomly assigned to two groups: an experimental group and a control group, each with 21 participants. The experimental group received TPS instruction, which required them to think individually about a topic, pair with a partner to discuss it, and share their ideas with the class. The control group, however, received conventional speaking instruction. Both groups took a pretest and a posttest. The collected data were analyzed using SPSS. The findings revealed that TPS had a statistically significant effect on speaking accuracy (U = 82, p < 0.05). Likewise, the results showed that TPS significantly improved speaking fluency (U = 63, p < 0.05), with the experimental group outperforming the control group in both measures. The findings may have implications for language teachers, syllabus designers, and materials developers seeking to enhance learners' oral proficiency through cooperative learning strategies.

Keywords

References

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Journal of Studies in Language Learning and Teaching

Articles in Press, Accepted Manuscript
Available Online from 03 August 2026

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History

  • Receive Date: 08 April 2026
  • Revise Date: 12 July 2026
  • Accept Date: 29 July 2026

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