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Alex Barrett, Austin Pack, Diego Monteiro & Hai-Ning Liang. (2023) Exploring the influence of audience familiarity on speaker anxiety and performance in virtual reality and real-life presentation contexts. Behaviour & Information Technology 0:0, pages 1-13.
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Adrián Granados, Antonio Lorenzo-Espejo & Francisco Lorenzo. (2022) Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting. International Journal of Bilingual Education and Bilingualism 25:8, pages 3005-3021.
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Jean K. Gordon & Sharice Clough. (2020) How fluent? Part B. Underlying contributors to continuous measures of fluency in aphasia. Aphasiology 34:5, pages 643-663.
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Lin Gu & Ching-Ni Hsieh. (2019) Distinguishing Features of Young English Language Learners’ Oral Performance. Language Assessment Quarterly 16:2, pages 180-195.
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Diane Litman, Helmer Strik & Gad S. Lim. (2018) Speech Technologies and the Assessment of Second Language Speaking: Approaches, Challenges, and Opportunities. Language Assessment Quarterly 15:3, pages 294-309.
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Stefan O'Grady. (2023) Halo effects in rating data: Assessing speech fluency. Research Methods in Applied Linguistics 2:2, pages 100048.
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Gui Bao. (2023) Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances. International Review of Applied Linguistics in Language Teaching 61:2, pages 631-654.
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Pauliina Peltonen. (2022) Connections between measured and assessed fluency in L2 peer interaction: a problem-solving perspective. International Review of Applied Linguistics in Language Teaching 60:4, pages 983-1011.
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Lionel Fontan, Shinyoung Kim, Verdiana De Fino & Sylvain Detey. (2022) Predicting speech fluency in children using automatic acoustic features. Predicting speech fluency in children using automatic acoustic features.
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Monika Ekiert, Andrea Révész, Eivind Torgersen & Emily Moss. (2022) The role of pausing in L2 oral task performance. TASK. Journal on Task-Based Language Teaching and Learning TASK / Journal on Task-Based Language Teaching and Learning TASK 2:1, pages 33-59.
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Edgar Emmanuell Garcia-Ponce & Parvaneh Tavakoli. (2022) Effects of task type and language proficiency on dialogic performance and task engagement. System 105, pages 102734.
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Shang-En Huang & Yeu-Ting Liu. (2022) How to Talk to Myself: Optimal Implementation for Developing Fluency in EFL Speaking Through Soliloquizing如何 (練習) 與自己對話: 利用 Soliloquizing 提升外語學習者口語流利度之最佳操作環境. English Teaching & Learning.
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Yuhyeon Seo, Olga Dmitrieva & Alejandro Cuza. (2022) Crosslinguistic Influence in the Discrimination of Korean Stop Contrast by Heritage Speakers and Second Language Learners. Languages 7:1, pages 6.
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Abid el Majidi, Rick de Graaff & Daniel Janssen. (2021) Debate as a pedagogical tool for developing speaking skills in second language education. Language Teaching Research, pages 136216882110506.
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Reza Zabihi, Shiva Ghominejad & Mohammad Javad Ahmadian. (2021) Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?. Language Teaching Research, pages 136216882110440.
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Sylvain Detey, Lionel Fontan, Maxime Le Coz & Saïd Jmel. (2020) Computer-assisted assessment of phonetic fluency in a second language: a longitudinal study of Japanese learners of French. Speech Communication 125, pages 69-79.
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Urban Zihlmann. (2020) Investigating speaker individuality in the Swiss Standard German of four Alemannic dialect regions: Consonant quantity, vowel quality, and temporal variables. Loquens 7:1, pages e070.
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PARVANEH TAVAKOLI, FUMIYO NAKATSUHARA & ANN–MARIE HUNTER. (2020) Aspects of Fluency Across Assessed Levels of Speaking Proficiency. The Modern Language Journal 104:1, pages 169-191.
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Soo Jung Youn. (2019) Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment. TESOL Quarterly 54:1, pages 201-233.
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Aozora Kobayashi & Ian Wilson. (2020) Using deep learning to classify English native pronunciation level from acoustic information. SHS Web of Conferences 77, pages 02004.
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Francisco Lorenzo, Adrián Granados & Inmaculada Ávila. (2019) The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history. Journal of English for Academic Purposes 41, pages 100767.
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Maria Rydell. (2019) Negotiating co-participation: Embodied word searching sequences in paired L2 speaking tests. Journal of Pragmatics 149, pages 60-77.
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