Developing Oral Fluency in EFL Communicative Learner-Centred Classroom: Case of Third-year EFL Students at the University Centre of Ain Temouchent

Abstract

Many researchers in the field of language teaching and learning see that the aim of the majority of student is to speak English fluently and with the least difficulties. Algerian EFL learners notably suffer form not being able to speak English as they want, they complain that they feel frustrated when they encounter some troubles to express themselves in English. Therefore, the present study emphasizes on developing students’ English oral communication fluency and examines the correlation between oral fluency and communicative learner centered classroom. It also investigates the obstacles that prevent EFL third-year students of the university centre of Belhadj Bouchaib Ain-Temouchent from being active in learner-centered oral classroom activities. For that reason, a descriptive method has been used to confirm the hypotheses through the use of two questionnaires in order to gather data and the findings of students’ and teachers’ questionnaire revealed that most of the students suffer from different obstacles; fear of making mistakes is the most important barrier in preventing students’ oral performance. Finally, from the results of the obtained study, recommendations are suggested of how third-year Algerian EFL students’ barriers can be controlled and their level of oral proficiency can be improved.