Exploring Learners' Perceptions about Free-Time Reading Aloud and its Impact on Speaking Fluency Development.

Abstract

This dissertation explores the perspectives of second-year EFL students at Mila University Center on the role of free-time reading aloud in enhancing their speaking fluency. The study seeks to understand whether engaging in reading aloud beyond the classroom contributes meaningfully to the development of oral language skills; such as accurate pronunciation, richer vocabulary use, improved fluency, and greater self-confidence in speaking English. Drawing on theoretical frameworks related to second language fluency development, this research considers both linguistic and psychological dimensions that shape learners’ oral performance. Factors such as vocabulary knowledge, regular speaking practice, motivation, and anxiety are examined to provide a more holistic understanding of the speaking challenges faced by EFL learners. In contexts where access to real-life speaking opportunities is limited—such as in many Algerian EFL classrooms—reading aloud during free time may serve as an effective and accessible strategy to support learners' communicative competence. This study attempts to answer the following questions:1. What are EFL learners’ perceptions of free-time reading aloud as a strategy for improving their speaking fluency?2. How do EFL learners engage in reading aloud outside the classroom, and what factors influence their engagement?3. To what extent do learners believe that free time reading aloud helps them improve different aspects of speaking fluency?4. What challenges do learners face when practicing reading aloud in their free time, and what strategies do they use to overcome these challenges?To explore these issues, a questionnaire was administered to 50 second-year EFL students. The findings indicate that a majority of participants view free-time reading aloud as a helpful and encouraging activity. Many students reported that it enabled them to speak more confidently, articulate words more clearly, and internalize new vocabulary. However, the study also uncovered several challenges, including feelings of nervousness, lack of consistent practice, and difficulty finding appropriate reading materials. Despite these obstacles, students expressed a genuine interest in continuing the practice when supported by teachers. Overall, the research highlights the potential of free-time reading aloud as a valuable, learner-centered approach to fostering oral fluency. It recommends that EFL educators consider integrating this activity into their teaching strategies to nurture learners’ confidence, autonomy, and communicative competence in English.