EFFECTS OF MULTIMODAL SPEAKING TASKS ON YOUNG EFL LEARNERS' SPEAKING FLUENCY, PRONUNCIATION, AND WILLINGNESS TO COMMUNICATE

This quasi-experimental study examines the effects of multimodal speaking tasks on young EFL learners’ speaking fluency, pronunciation, and Willingness to Communicate (WTC). Over 12 weeks, 60 fourth-grade students at School No. 1 in Yangiyer were assigned to experimental and control groups. The intervention combined visual flashcards, digital stories, audio-gestural prompts, and task-based interactions. Pre- and post-tests showed substantial gains in the experimental group: speaking fluency increased from 27.9 to 44.6 words per minute (WPM; p < .001), pronunciation scores improved from 2.55 to 3.80 on a 5-point scale, and WTC increased from 2.35 to 4.10. The findings suggest that multimodal speaking tasks can support oral fluency, pronunciation, and classroom participation by providing contextual and visual support for young EFL learners.