The effects of proficiency level and dual-task condition on L2 self-monitoring behavior

Albarqi, Ghadah; Tavakoli, Parvaneh

doi:10.1017/s0272263122000146

Cited by 4 publications

(1 citation statement)

References 69 publications

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“…Transferring therapy skills to an associative or autonomous level through repeated practice increases fluency. Fluent performance of skills frees cognitive resources [16], [17], allowing for improved monitoring and planning of the psychotherapy process.…”

Section: The Three Stages Of Skill Developmentmentioning

confidence: 99%

Preliminary thoughts on the role of disfluencies in psychotherapy skill acquisition

Sacks,

Anholt

2023

Disfluency in Spontaneous Speech (DiSS) Workshop 2023

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Psychotherapy is widely recognized as an effective treatment for various mental disorders, and therapists undergo extensive training to obtain qualifications. However, research suggests that therapists' performance does not improve over time despite ongoing education and training. The lack of a reliable measure of skill proficiency in psychotherapy may be a contributing factor, hindering the development of effective training methods. Traditional measures of speed and accuracy are inadequate for assessing skill automatization in psychotherapy. To address this issue, we propose a new method for evaluating skill acquisition in psychotherapy using verbal disfluencies measures. Verbal disfluencies have shown promise in assessing skill development in other fields, such as public speaking and marketing. We argue that changes in patterns of verbal disfluencies can provide valuable insights into the automatization of skills in psychotherapy.

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Section: The Three Stages Of Skill Developmentmentioning

confidence: 99%

Preliminary thoughts on the role of disfluencies in psychotherapy skill acquisition

Sacks,

Anholt

2023

Disfluency in Spontaneous Speech (DiSS) Workshop 2023

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Self-Monitoring Foci, Speed, and the Relationship with Pausing Behavior in an EFL Context

Albarqi

2024

Sage Open

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Self-monitoring—the ability to detect and correct errors during speech production plays an important role in second language production. Despite its importance, it has received little attention within English as a Foreign Language (EFL) contexts, particularly with regard to self-monitoring foci, speed, and its association with pausing behavior. This study aims to contribute to this area by investigating self-monitoring foci, speed, and the relationship between self-repair and pausing behavior within an EFL context. Sixty six EFL learners were recruited to perform picture-based description tasks. The research employed repeated measures and correlation analysis to address the research questions. The findings revealed that EFL learners frequently made more grammatical repairs compared to other repair types. Grammatical repair also took significantly longer to process than other repair types, implying that Grammatical repair might be challenging for EFL learners. Furthermore, the findings revealed a weak negative correlation between the frequency of Grammatical repair and pauses between clauses, suggesting that between-clause pauses in EFL speech might be associated with self-monitoring process. These insights shed light on the psycholinguistic aspects of self-monitoring in EFL contexts, carrying significant implications for research and theory.

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Investigating EFL oral production in a technology mediated TBLT context

Albarqi

2024

Journal of China Computer-Assisted Language Learning

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In the rapidly expanding domain of online learning, investigating the effectiveness of technology-mediated task-based language teaching (TBLT) in improving English as a Foreign Language (EFL) oral production becomes paramount. Therefore, the present study was conducted over two months to examine how EFL learners’ oral production, measured by complexity, accuracy, and fluency (CAF), changed throughout technology-mediated TBLT instructions. This study also examined how the relationships among CAF aspects evolved. A cohort of 38 EFL learners underwent a series of oral tasks at the beginning and end of the study period, and repeated measures and correlation analyses were employed to analyse the data. The findings showed significant improvement in EFL learners’ speech rate and accuracy of their utterances after two months. Moreover, the data indicated that fluency features were intricately connected with other CAF dimensions, whereas accuracy, lexical diversity, and syntactic complexity exhibited independent development. The identification of long-term relationships among certain CAF aspects provided valuable insights into the underlying mechanisms of EFL speech production. The results of this study have significant implications for both research and practice within the domain of technology-mediated TBLT.

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The effects of proficiency level and dual-task condition on L2 self-monitoring behavior

Cited by 4 publications

References 69 publications

Preliminary thoughts on the role of disfluencies in psychotherapy skill acquisition

Preliminary thoughts on the role of disfluencies in psychotherapy skill acquisition

Self-Monitoring Foci, Speed, and the Relationship with Pausing Behavior in an EFL Context

Investigating EFL oral production in a technology mediated TBLT context

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