Strategic repetition for accelerated speaking fluency

This article will explore three repetition techniques that teachers can use to help learners accelerate their language acquisition, while also nurturing neural connections and promoting automaticity (being able to do tasks without really having to make conscious mental effort). These techniques all fall under the umbrella of repetition – sentence stems, functional language and role-play cycle. 

The power of repetition and how to apply it in ESL classes

Many scholars (Skinner 1957, Krashen 1982, etc.) have emphasised the power of repetition in language acquisition. We undertook an action research project to explore how to apply repetition in the ESL classroom. The research was conducted with adult learners between the ages of 23 and 39, living in the UAE and coming from diverse countries like Syria, China, Russia, UAE, Egypt and Sudan. These learners were enrolled in general English classes designed to help them improve their fluency and English skills for taking the IELTS exam or improving fluency for work. The research took place over one term.  

Three techniques were applied in elementary, pre-intermediate and intermediate classes: 

• providing sentence stems 
• providing functional language 
• using role plays.

To measure their effectiveness, both quantitative and qualitative data were collected through observations, scripted learner responses, learner reflections, exit tickets and focus groups. 

1. Providing sentence stems

In this tecnique, the teacher facilitates discussions on authentic, real-world scenarios such as shopping, placing an order or making a complaint. To scaffold learner output, the teacher writes sentence stems on the board, helping learners structure their responses before adding their own details. 

For example, write on the board:

Place an order at a restaurant

I would like to order ... / Could I have ...

Make a complaint about a recent purchase

I'd like to make a complaint about ... / I'm extremely disappointed ...

What this project showed about using sentence stems

By engaging with sentence stems, learners develop both fluency and accuracy, while progressively gaining confidence in spontaneous communication.

2. Providing functional language

Learning functional language is essential for everyday interactions, including giving opinions, agreeing, disagreeing and even interrupting. The recommendation here is that learners receive a functional language handout tailored to their proficiency level. 

Over a month, learners are encouraged to refer to the handout during discussions and use the target expressions in group conversations. For example, to partly agree, a learner might say, 'I agree with most of what you said, but …', and to ask for an opinion, they might use, 'I'd like to hear your perspective on this.' 

After one month of regular use, learners engage in group discussions without the handout, relying on memory. An observer in each group assesses the spontaneous use of functional language, including turn-taking, opinion-sharing and respectful interruptions. 

What this research project showed about providing functional language 

This approach helps learners chunk language, making it easier to process, internalise, retrieve and apply naturally. The result? Improved automaticity in language production. 

3. Strategic role play

Using role plays in ESL classes is a highly engaging, learner-centred approach that fosters language acquisition through experiential learning. The recommended role-play loop allows learners to compare and reflect on their language use, set achievable targets and evaluate their progress. 

The five-stage role-play cycle 

1. Initial task: Learners engage in a conversation based on a real-world scenario (e.g. discussing an office renovation) to establish a baseline of their current language use. 

2. Listening and reflective analysis: Learners listen to a model discussion and reflect on key differences using guiding questions: 

• What made the sample conversation effective? 
• What aspects of language, participation, pronunciation and vocabulary would you adapt? 
• What could you improve in your own discussion?

3. Differentiated language focus: Learners identify their own gaps and set personalised language goals. Some may focus on functional phrases, while others work on fluency strategies such as signposting, linking words or pronunciation. 

4. Role-play practice: 

• Round 1 (guided practice): Learners shadow a scripted dialogue to notice useful phrases and techniques. 
• Round 2 (semi-guided practice): They complete a similar dialogue with gaps, allowing for personalization. 
• Round 3 (freer practice): They perform the role play without the script, recalling language from memory. 
• Note: A 'glance option' may be allowed for learners needing additional support to reduce affective filter while maintaining a challenge. 

5. Self-reflection: After the final round, learners compare their first and last discussions. This metacognitive process does not only enhance neural plasticity but it also promotes automaticity through self-directed learning and critical thinking. Key reflection questions are: 

• What improved? 
• What new language or strategies did you successfully integrate? 
• How confident did you feel in the final round?

What this research showed about strategic role play

This role-play cycle strengthens memory retention and neural connections by simulating real-life scenarios, where learners gradually internalise linguistic patterns, resulting in measurable progress in fluency and accuracy.

Conclusion

By integrating structured repetition through sentence stems, functional language and the five-stage role-play cycle, learners can develop communicative competence naturally, bridging the gap between classroom learning and real-world language application. As a result, learners no longer view language acquisition as a daunting task but as a series of manageable steps toward fluency. So, fellow educators, let's embrace these three powerful techniques in language teaching and help our learners accelerate their speaking fluency.

Nadia is a qualified English teacher, academic manager and language enthusiast with over 16 years of experience in education. She works with both young learners and adults delivering lessons that are creative, dynamic and designed to build confidence. Passionate about innovation in education, she actively experiments with a range of methodologies to accelerate language acquisition and enhance learner outcomes. Outside of her professional role, Nadia enjoys painting, reading and exploring the world through photography.