IMPROVING HIGH SCHOOL STUDENTS’ ENGLISH SPEAKING FLUENCY USING THE 4/3/2 TECHNIQUE

Authors

  • Minh Nguyen Thi Hong Thai Nguyen University of Education (TNUE), Vietnam
  • Khanh Duy Le Thai Nguyen University of Education (TNUE), Vietnam

DOI:

https://doi.org/10.46827/ejfl.v9i2.5983

Keywords:

English speaking, speaking fluency, 4/3/2 technique, high school students

Abstract

Improving English fluency is one of the challenges for high school students in Vietnam. The traditional methods of teaching English in their schools are mostly focused on grammar and vocabulary over oral skills. This research is an investigation of the improvement in fluency resulting from the 4/3/2 technique. Specifically, seven weeks were devoted to experimenting with 30 students from grade 11 at Luong Ngoc Quyen High School. Pre-test and post-test designs were employed in this study, measuring the features of fluency through speech rate, pauses, and hesitation. The results have shown that a significant improvement in fluency has been achieved, with scores and positive reactions from the participants. Hence, the 4/3/2 technique could be considered an effective tool in teaching English speaking skills and is recommended for more frequent use.

 

Article visualizations:

Hit counter

Author Biographies

  • Minh Nguyen Thi Hong, Thai Nguyen University of Education (TNUE), Vietnam

    Dr. Nguyen Thi Hong Minh is currently a lecturer of English language education at Thai Nguyen University of Education. Her research interests include innovation practices in foreign language teaching and learning, professional development for in-service teachers, and English curriculum design and evaluation. Recently, she has been motivated by the integration of technologies in English instruction, including the use of AI for learners’ proficiency development. She was recognized by the Ministry of Education and Training for her supervision of students’ research papers, which was awarded 3rd prize in 2023 and 2024.

  • Khanh Duy Le, Thai Nguyen University of Education (TNUE), Vietnam

    Le Duy Khanh is a final-year student majoring in English Language Education at the Faculty of Foreign Languages, Thai Nguyen University of Education, Thai Nguyen, Vietnam. In 2024, he was involved in scientific research on "Using Artificial Intelligence Tools for Developing Conversational Skills for English Majors", which was awarded 1st prize at the school level and 3rd prize at the ministerial level by the Ministry of Education and Training. Recently, he has been conducting a graduation thesis on the use of the 4/3/2 technique for improving students' English speaking fluency.

References

Bamford, J., & Day, R. R. (Eds.). (2004). Extensive reading activities for teaching language. Cambridge University Press. Retrieved from https://assets.cambridge.org/052101/6517/sample/0521016517ws.pdf

Bernad, I. A. S., & Brindha, K. (2025). A disquisition on pedagogical interventions for the augmentation of English speaking skills in secondary school students. International Journal For Multidisciplinary Research, 7(1). https://www.ijfmr.com/papers/2025/1/36809.pdf

Brown, H. D. (2007). Principles of language learning and teaching. Pearson Longman. Retrieved from https://gustavorubinoernesto.com/wp-content/uploads/2020/06/H-Douglas-Brown-Principles-of-Language-Learning-and-Teaching.pdf

Browne, K., & Fulcher, G. (2017). Pronunciation and intelligibility in assessing spoken fluency. In T. Isaacs & P. Trofimovich (Eds.), Second Language Pronunciation Assessment: Interdisciplinary Perspectives (pp. 37–53). Multilingual Matters / Channel View Publications.

Bygate, M. (1987). Speaking. Oxford University Press. Retrieved from https://archive.org/details/speaking0000byga

Cao, B. T. N., & Dang, D. T. B. (2024). Factors influencing EFL learners’ speaking fluency: A case study at a high school in Vietnam. Edelweiss Applied Science and Technology, 8(6), 3979–3996. Retrieved from https://doi.org/10.55214/25768484.v8i6.2876

Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle. Retrieved from https://dl.alijafarnode.ir/file/sample/sample.TE3.pdf

De Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533–568. https://doi.org/10.1111/j.1467-9922.2010.00620.x

Doan, L. D., & Hamid, M. O. (2021). Economics of English: Examining the demand for English proficiency in the Vietnamese job market. RELC Journal, 52(3), 618–634.

Dos Santos, J. C., & Ramírez-Ávila, M. R. (2022). Improving Speaking Fluency through 4/3/2 Technique and Self-Assessment. Tesl-Ej, 26(2), n2. http://dx.doi.org/10.55593/ej.26102a1

Duan, Y. (2024). Teaching methods and practical research on improving English oral fluency. Journal of Humanities, Arts and Social Science, 8(7), 1721–1725. https://doi.org/10.26855/jhass.2024.07.032

Duong, T. M., & Nguyen, H. T. T. (2021). EFL Students' Perspectives on the Employment of Language Learning Strategies. English Language Teaching Educational Journal, 4(1), 49–60. Retrieved from https://files.eric.ed.gov/fulltext/EJ1296450.pdf

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363. https://doi.org/10.1037/0033-295X.100.3.363

Ginther, A., Dimova, S., & Yang, R. (2010). Conceptual and empirical relationships between temporal measures of fluency and oral English proficiency with implications for automated scoring. Language Testing, 27(3), 379–399. https://doi.org/10.1177/0265532210364407

Harmer, J. (2011). The Practice of English Language Teaching (4th ed.). Pearson Longman. https://coljour.wordpress.com/wp-content/uploads/2018/09/jeremy_harmer_the_practice_of_english_language_teaching_4th_edition_longman_handbooks_for_language_teachers.pdf

Harwood, N. (Ed.). (2010). English language teaching materials: Theory and practice. Cambridge University Press. Retrieved from https://assets.cambridge.org/97805211/98561/frontmatter/9780521198561_frontmatter.pdf

Hien, T. T. (2014). Nghiên cứu thực nghiệm về phát triển tính lưu loát của người học nói tiếng Anh qua hoạt động 3/2/1. Tạp chí Khoa học Đại học Đồng Tháp, (9), 28–32.

Khan, M., Zeb, S., Batool, R., & Gasiorowska, A. (2025). Non-verbal communication questionnaire: a measure to assess effective interaction. Frontiers in Psychology, 15, https://doi.org/10.3389/fpsyg.2024.1409675.

Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40, 387–417. https://doi.org/10.1111/j.1467-1770.1990.tb00669.x

Levelt, W. J. (1993). Speaking: From intention to articulation. MIT Press. Retrieved from https://doi.org/10.7551/mitpress/6393.001.0001

Marchand, D. L. P., Carvalho, L. S. R., Leal, D. D. S., Câmara, S. G., Madazio, G., Behlau, M., & Cassol, M. (2022). Impacts of self-reported communication perception and shyness on the public speaking assessment of university students. CoDAS, 35, https://doi.org/10.1590/2317-1782/20212021225pt

Marzona, Y. (2017). Spoken language production: A psycholinguistic approach. International Conference on Global Education V. Retrieved from http://dx.doi.org/10.5281/zenodo.2617228

Maurice, K. (1983). The fluency workshop. TESOL Newsletter, 17(4), 29. Retrieved from https://tereomaori.tki.org.nz/Teacher-tools/Te-Whakaipurangi-Rauemi/Examples-of-second-language-learning-tasks/4-3-2-Maurice-1983

Molina, M., & Briesmaster, M. (2017). The Use of the 3/2/1 Technique to Foster Students' Speaking Fluency. ie: inquiry in education, 9(2), 8. Retrieved from https://digitalcommons.nl.edu/ie/vol9/iss2/8/

Nation, P. (1989). Improving speaking fluency. System, 17(3), 377–384. https://doi.org/10.1016/0346-251X(89)90010-9

Nunan, D. (2003). Practical English language teaching. Retrieved from https://www.academia.edu/34135090/Practical_English_Language_Teaching_pdf

Park, S. (2016). Measuring fluency: Temporal variables and pausing patterns in L2 English speech. [Doctoral dissertation, Purdue University]. Open Access Dissertations. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/692

Permata, A. A., & Rozimela, Y. (2020, March). Investigating the Effect of 4/3/2 Technique Toward Students’ Speaking Ability. In 7th International Conference on English Language and Teaching (ICOELT 2019) (pp. 297–301). Atlantis Press. http://dx.doi.org/10.2991/assehr.k.200306.050

Rerung, M. K. T. (2017). Spoken fluency practices in increasing language learners' performance. Journal of English Language and Culture, 6(2). Retrieved from https://journal.ubm.ac.id/index.php/english-language-culture/article/view/262

Richard, J. C., Platt, J., & Platt, H. (1992). Dictionary of language teaching & applied linguistics, Routledge. Retrieved from https://www.routledge.com/Longman-Dictionary-of-Language-Teaching-and-Applied-Linguistics/Richards-Schmidt/p/book/9781408204603?srsltid=AfmBOoqqddqMq9oFQWi_htpbeU5qAZ6pmLHcRlaMVIUkahQskPPEpxC2

Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press. Retrieved from https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf

Riggenbach, H. (1991). Towards an understanding of fluency: a microanalysis of nonnative speaker conversation. Discourse Processes, 14(4), 423–441. https://doi.org/10.1080/01638539109544795

Schegloff, E. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9780511791208

Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge. https://doi.org/10.4324/9780203851357

Thai, C., & Boers, F. (2016). Repeating a monologue under increasing time pressure: Effects on fluency, complexity, and accuracy. TESOL Quarterly, 50(2), 369–393. http://dx.doi.org/10.1002/tesq.232

Ur, P. (1996). A course in language teaching (Vol. 1, No. 998, p. 41). Cambridge: Cambridge University Press.

Downloads

Published

2025-04-24

Issue

Vol. 9 No. 2 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).