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This Action Research investigation describes a two-part intervention aimed at fostering spoken fluency in a chosen teaching setting. They relied on theoretical-practical and authentic material and made use of formfocused instruction and peer reviews. The success rate of the intervention was measured by using qualitative and quantitative data to assess the teaching setting as well as the quality of the materials and methods to be used in both interventions. Quantitative data were analysed to find a correlation between fluency and features of connected speech and to measure improvement in participants’ performance. These data were triangulated with native speakers’ perception of said performance. The intervention proved effective as participants achieved higher proficiency by accessing features of connected speech. Results from the correlation of both data proved unable to relate features of connected speech and fluency, as shown by native speakers’ perception, thus revealing the need for further research in the area.

Fostering Fluency in an EFL University Classroom: Processes that Lead to it