Research Guides

▒ Speaking



On This Page


Subject Encyclopedia Articles


Handbook Chapters

  • Markee, N. (2005). Conversation analysis for second language acquisition. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 355–374). Mahwah, NJ: Erlbaum.
  • Nation, P. (2011). Second language speaking. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol 2, pp. 444–454). New York, NY: Routledge.
  • Tarone, E. (2005). Speaking in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 485–502). Mahwah, NJ: Erlbaum.

Review Articles


Introductory Books

  • Bailey, K. (2005). Practical English language teaching: Speaking. New York, NY: McGraw-Hill.

  • Bygate, M. (1987). Speaking. Oxford, England: Oxford University Press.

  • Folse, K. (2006). The art of teaching speaking: Research and pedagogy for the ESL/EFL classroom. Ann Arbor: University of Michigan Press.

  • Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge, England: Cambridge University Press.

  • Hughes, R. (2011). Teaching and researching: Speaking (2nd ed.). Abingdon, England: Routledge.

  • Jeremy Harmer. (2015). Practice of English language teaching (5th ed.). New York, NY: Pearson Education.

  • Savignon, S. J. (1997). Communicative competence: Theory and classroom practice (2nd ed.). New York, NY: McGraw-Hill.



Recent Articles in IGSE Journals


  • Ariatna. (2016). The Need for Maintaining CLT in Indonesia. TESOL Journal, 7(4), 800–822.
  • Athanasopoulos, P., & Albright, D. (2016). A perceptual learning approach to the Whorfian hypothesis: Supervised classification of motion. Language Learning, 66(3), 666–689.
  • Babaii, E., Taghaddomi, S., & Pashmforoosh, R. (2016). Speaking self-assessment: Mismatches between learners and teachers criteria. Language Testing, 33(3), 411–437.
  • Bernales, C. (2016). Conflicting pathways to participation in the FL classroom: L2 speech production vs. L2 thought processes. Foreign Language Annals, 49(2), 367–383.
  • Cunningham, D. J. (2016). Request modification in synchronous computer-mediated communication: The role of focused instruction. The Modern Language Journal, 100(2), 484–507.
  • Davis, L. (2016). The influence of training and experience on rater performance in scoring spoken language. Language Testing, 33(1), 117–135.
  • Hsu, H.-C. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 968–983.
  • Hsu, T. H.-L. (2016). Removing bias towards World Englishes: The development of a Rater Attitude Instrument using Indian English as a stimulus. Language Testing, 33(3), 367–389.
  • Huang, H.-T. D. (2016). Exploring strategy use in L2 speaking assessment. System, 63, 13–27.
  • Hung, Y., Chen, S., & Samuelson, B. L. (2016). Elementary EFL students’ practice of peer assessment of oral classroom activities. TESOL Journal, 7(2), 449–468.
  • Hwang, W.-Y., Shadiev, R., Hsu, J.-L., Huang, Y.-M., Hsu, G.-L., & Lin, Y.-C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215–241.
  • Hwang, W.-Y., Shih, T. K., Ma, Z.-H., Shadiev, R., & Chen, S.-Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639–657.
  • Innami, Y., & Koizumi, R. (2016). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language Testing, 33(3), 341–366.
  • Jacobs, A., Fricke, M., & Kroll, J. F. (2016). Cross-language activation begins during speech planning and extends into second language speech. Language Learning, 66(2), 324–353.
  • Jeong, M.-H., & Jo, I. J. (2016). 다시 이야기하기 활동이 중학생의 영어 말하기 능력과학습태도에 미치는 영향 The effects of story retelling on middle school students’ English speaking ability and learning attitudes. 영어교육연구/English Languae Teaching, 28(3), 131–163. Retrieved from
  • Kennedy, S., & Trofimovich, P. (2016). Research timeline: second language communication strategies. Language Teaching, 49(4), 494–512.
  • Kim, E., & Kim, K. (2016). 스크립트 이론 기반 초등 영어 문화 대화문 개발 및 적용 Development and application of English cultural dialogs for elementary students based on the script theory. 영어어문교육/English Language & Literature Teaching, 22(2), 87–110. Retrieved from
  • Kim, H. (2016). You know as a stance marker of engagement in American English conversation. 담화와 인지/Discourse and Cognition, 23(1), 29–55. Retrieved from
  • Kim, N. (2016). Korean test takers" TOEIC-Speaking and OPIc test preparation. 응용언어학/Korean Journal of Applied Linguistics, 32(3), 51–76. Retrieved from
  • Kim, Y. (2016). Development of L2 interactional competence - Being a story recipient in L2 English conversation. 담화와 인지/Discourse and Cognition, 23(1), 1–28. Retrieved from
  • Kinginger, C., Lee, S.-H., Wu, Q., & Tan, D. (2016). Contextualized language practices as sites for learning: mealtime talk in short-term chinese homestays. Applied Linguistics, 37(5), 1–26.
  • Kyle, K., Crossley, S. A., & McNamara, D. S. (2016). Construct validity in TOEFL iBT speaking tasks: Insights from natural language processing. Language Testing, 33(3), 319–340.
  • Lahmann, C., Steinkrauss, R., & Schmid, M. S. (2016). Factors affecting grammatical and lexical complexity of long-term L2 speakers’ oral proficiency. Language Learning, 66(2), 354–385.
  • Lee, H. (2016). 기자회견식 영어토론 상황에서 동료간 상호작용 분석: 평가적 관점에서 Analyzing peer-to-peer interaction features in the media-conference English debate: From the perspective of speaking assessment. 영어어문교육/English Language & Literature Teaching, 22(2), 237–258. Retrieved from
  • Lee, H. J., & Choi, H. K. (2016). 초등학생의 영어 표현능력 향상을 위한 Show and Tell 활용 방안 연구 A study on the use of Show and Tell activities for developing elementary school students’ English speaking and writing abilities. 초등영어교육/Primary English Education, 22(4), 57–90. Retrieved from
  • Maddox, W. T., Koslov, S., Yi, H.-G., & Chandrasekaran, B. (2016). Performance pressure enhances speech learning. Applied Psycholinguistics, 37(6), 1369–1396.
  • Metcalf, A., Layton, M. V., & Goslin, T. L. (2016). Three ways to improve student presentations. TESOL Journal, 7(2), 421–428.
  • Morris-Adams, M. (2016). Negotiating topic changes: Native and non-native speakers of English in conversation. International Journal of Applied Linguistics, 26(3), 366–383.
  • Noh, S. (2016). L2 learners’ self-repair techniques in the same turn. 영어어문교육/English Language & Literature Teaching, 22(1), 157–179. Retrieved from
  • Ogawa, C. (2016). Examining the effects of types of pretask planning on oral performances. JALT Journal, 38(2), 97–118.
  • OHagan, S., Pill, J., & Zhang, Y. (2016). Extending the scope of speaking assessment criteria in a specific-purpose language test: Operationalizing a health professional perspective. Language Testing, 33(2), 195–216.
  • Park, J. (2016). Korean students’ English speaking anxiety and their coping strategies. 글로벌영어교육학회/Studies in English Education, 21(1), 97–122. Retrieved from
  • Reinisch, E. (2016). Speaker-specific processing and local context information: The case of speaking rate. Applied Psycholinguistics, 37(6), 1397–1415.
  • Ren, W., & Han, Z. (2016). The representation of pragmatic knowledge in recent ELT textbooks. ELT Journal, 70(4), 424–434.
  • Robenalt, C., & Goldberg, A. E. (2016). Nonnative speakers do not take competing alternative expressions into account the way native speakers do. Language Learning, 66(1), 60–93.
  • Saito, K., & Hanzawa, K. (2016). Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics, 37(4), 813–840.
  • Saito, K., & Shintani, N. (2016). Do native speakers of North American and Singapore English differentially perceive comprehensibility in second language speech? TESOL Quarterly, 50(2), 421–446.
  • Saito, K., Trofimovich, P., & Isaacs, T. (2016). Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 37(2), 217–240.
  • Saletta, M., Goffman, L., & Brentari, D. (2016). Reading skill and exposure to orthography influence speech production. Applied Psycholinguistics, 37(2), 411–434.
  • Schultz, B. G., O’Brien, I., Phillips, N., McFarland, D. H., Titone, D., & Palmer, C. (2016). Speech rates converge in scripted turn-taking conversations. Applied Psycholinguistics, 37(5), 1201–1220.
  • Sereno, J., Lammers, L., & Jongman, A. (2016). The relative contribution of segments and intonation to the perception of foreign-accented speech. Applied Psycholinguistics, 37(2), 303–322.
  • Song, B. C. in a P. S. T., & Lee, H. (2016). Interactional competence in a paired speaking test. 영어교육연구/English Languae Teaching, 28(2), 133–152. Retrieved from
  • Tavakoli, P., Campbell, C., & McCormack, J. (2016). Development of speech fluency over a short period of time: Effects of pedagogic intervention. TESOL Quarterly, 50(2), 447–471.
  • Thai, C., & Boers, F. (2016). Repeating a monologue under increasing time pressure: Effects on fluency, complexity, and accuracy. TESOL Quarterly, 50(2), 369–393.
  • Thompson, G. L., Cox, T. L., & Knapp, N. (2016). Comparing the OPI and the OPIc: the effect of test method on oral proficiency scores and student preference. Foreign Language Annals, 49(1), 75–92.
  • Whittle, A., & Lyster, R. (2016). Focus on Italian verbal morphology in multilingual classes. Language Learning, 66(1), 31–59.
  • Wood, D. (2016). Willingness to communicate and second language speech fluency: An idiodynamic investigation. System, 60, 11–28.
  • Wu, S.-L. (2016). Development of thinking for speaking: What role does language socialization play? The Modern Language Journal, 100(2), 446–465.
  • Yanagi, M., & Baker, A. A. (2016). Challenges experienced by Japanese students with oral communication skills in Australian universities. TESOL Journal, 7(3), 621–644.
  • Yang, J., & Lee, H. (2016). Exploring students" voices in the development of learner-generated rubrics for EFL debate assessment. 한국영어학/Korean Journal of English Language and Linguistics, 16(3), 537–562. Retrieved from
  • Yoo, B., & Gwag, K. (2016). 원어민담당 영어회화 강의에 대한 대학생들의 인식 연구 A study on Korean university students’ perception of their English conversation classes taught by native English speakers. 외국어교육/Foreign Languages Education, 23(1), 243–266. Retrieved from
  • Yu, P., Pan, Y., Li, C., Zhang, Z., Shi, Q., Chu, W., … Zhu, Z. (2016). User-centred design for Chinese-oriented spoken english learning system. Computer Assisted Language Learning, 29(5), 984–999.