The Effect of Divergent Tasks on Accuracy and Fluency of Young Iranian EFL learners in Speaking

This study was an attempt to measure the impact of divergent tasks on young EFL learners’ fluency and accuracy of speaking. In doing so, it followed a quasi-experimental design and from among 109 male and female students (aged 10 to 13), 96 were selected based on the results of their scores in their final exams for three levels and subsequently divided into three groups. In this study, two kinds of tasks such as story-generated drawing task and story-generated task used to collect data. Two oral narrative tasks were administered for pre-test and post-test. After 10 sessions of treatment, the learners took part in post-test. The voices in pre-test and post-test were transcribed and analyzed. The data of the study were analyzed through ANOVA and Kruskall Wallis test using SPSS. The data analysis revealed that divergent tasks had no effect on accuracy and fluency of speaking.