Revisiting the Contribution of Input and Output in the Improvement of Speaking Fluency of Iranian EFL Speakers

The present qualitative research, using an open interview, intended to identify the proportion of contribution of input and output and each of four language skills in improvement of English language speaking fluency of the most fluent EFL speakers who have picked up fluency in their own country. To accomplish this, 17 participants (7 females and 10 males) including 11 EFL learners in B.A. and M.A. degree and 6 EFL teachers (holding B.A. and M.A. degree) in English language institutes in Shiraz, Iran were purposefully selected. The number of participants, with age range of 19 to 55, depended on data saturation. The criterion for selecting the fluent speakers, besides the instructors and colleagues‟ knowledge of the participants‟ speaking fluency, was the Speaking Rubric scale chosen from the Common European Framework of Reference for Languages (2001). The results revealed that both input and output had impact on their fluency. However, the role of input was by far more pivotal. Moreover, although all language skills collaborated in the development of speaking fluency, the role of listening was by a great deal more appealing. Huge amounts of listening helped learners speak effortlessly. From the participants‟ viewpoints, it can be concluded that for enhancing speaking fluency, listening skill should become an inseparable part of the learners‟ daily schedule. The findings may make all the stakeholders aware to put more emphasis on listening as an input receptive skill which may have the greatest impact on improving speaking fluency.