The Effect of Learner-generated Drawing Task on Young EFL Learners Fluency and Accuracy in Speaking

The aim of this study was to identify the impact of learner-generated drawing task on young EFL learners’ fluency and accuracy of speaking. In doing so, it followed a quasi-experimental design and from among 40 female students (aged 10 to 13), 31 were selected based on the results of their scores in their final exams for three levels and subsequently divided into two groups. In this study, one drawing task used to collect data. Two oral narrative tasks were administered for pre-test and post-test. After 10 sessions of treatment, learners took part in post-test. The voices in pre-test and post-test were transcribed and analyzed. A within group dependent t-test revealed that drawing task resulted in significant differences in subjects’ oral discourse in terms of fluency and accuracy. Researchers and teachers might find it very beneficial to design effective drawing task to help young language learners improve their oral production.