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THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
RESEARCH WORK
‘’THE RELATIONSHIP BETWEEN LISTENING COMPREHENSION
AND SPEAKING FLUENCY AMONG ADVANCED LEVEL EFL
STUDENTS.’’
THE UZBEKISTAN STATE UNIVERSITY OF WORLD LANGUAGES MA
Course
Done by:
Mirzamurotova Sevara,Saydullayeva Sevinch.
Tashkent 2025
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‘’The Relationship between Listening Comprehension and Speaking
Fluency among advanced level EFL students.’’
ABSTRACT: This study examines the connection between advanced EFL
students' speaking fluency and listening comprehension abilities. Thirty master's
degree candidates, all between the ages of twenty and twenty-five, who were
certified in advanced language proficiency by the IELTS 7 or CEFR C1 were
among the participants. A multiple-choice listening test with ten questions worth
one point each and a maximum potential score of ten was used to evaluate
listening comprehension. Participants were asked to describe a particular prompt
in English in order to gauge their speaking fluency. Two independent raters
assessed the recorded oral responses using the Speaking Fluency rubric, which
has a maximum score of 16. Speaking performance and listening comprehension
have a substantial positive statistically significant link, according to data
analysis. With implications for language education and assessment procedures,
the findings expand our understanding of how advanced learners' receptive and
productive language skills interact.
1.INTRODUCTION
Enabling learners to communicate successfully is the aim of language
learning. Speaking and listening are the two fundamental abilities that form the
basis of spoken communication.This study investigates the connection between
advanced level EFL students' speaking fluency and listening comprehension. Our
study supports the interdependence hypothesis in language learning by finding a
high positive correlation between speaking fluency and listening comprehension.
This strengthens the theoretical link between receptive (listening) and productive
(speaking) language skills. In language development, hearing usually comes
before speaking, and listening is essential for improving speaking ability. Two
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viewpoints have been used to analyse this relationship. First, hearing entails
mental operations that enable students to comprehend and evaluate auditory
information, including meaning. Second, speaking skills are shaped and
controlled in large part by listening (Demir, 2005)
As the listener actively constructs the meaning of the message being
conveyed, listening is an active process. According to this viewpoint, listening is
crucial for both comprehending the information and developing suitable answers
(Lukong, 1998). When listening, the listener must use contextual cues and past
knowledge to make sense of the information. Conversely, the ability to speak is a
necessary life skill. It usually happens in interactive settings when taking turns
and rapid thinking are necessary. Speaking typically takes place in real time with
little preparation, in contrast to written communication (Thornbury, 2005).
According to Brown (2004), speaking and listening are two examples of
language abilities that are closely associated since they use similar
communication routes. Achieving complete language competency requires
mastery of these four essential language skills: speaking, listening, reading, and
writing. Specifically, good communication plays a big role in academic success,
but poor communication can make it harder to succeed. This study aims to
investigate the connection between speaking fluency and listening
comprehension, particularly among advanced EFL students. The research is
entitled "The Relationship Between Listening Comprehension and Speaking
Fluency Among Advanced Level EFL Students."
2.Literature review
Understanding the connection between speaking fluency and listening
comprehension abilities has drawn more attention, especially from advanced
second language (L2) learners.In order to contribute to the field of research by
demonstrating the link between receptive and productive skills, this study
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attempts to determine the relationship between speaking fluency and listening
comprehension. Speaking fluency and listening comprehension are frequently
seen as two essential elements of language ability, and their interplay may provide
important insights into how second language learners learn and utilize the
language. Studies indicate that since speaking fluency and listening
comprehension both need the processing of linguistic information and the
capacity to react properly in real-time conversation, both can be greatly enhanced
by having strong listening comprehension abilities.Tamador K. conducted the
research.
Tamador K. Abu-Snoubar (2017) found a relationship between speaking
fluency and listening comprehension in both males and females.According to the
survey, women are more likely to be active. According to Vandergrift (2015),
listening comprehension makes it easier to learn grammar and vocabulary, two
things that are crucial for fluency. Furthermore, according to Kormos (2011),
students who possess strong listening comprehension abilities are better able to
predict conversational patterns and communicate more fluently without making
needless pauses or hesitations.Additionally, research examining the relationship
between speaking and listening frequently emphasizes the significance of the
cognitive processes involved in both abilities.
Advanced comprehension skills enable listeners to receive and integrate
incoming information more effectively, allowing for more fluent and spontaneous
speech (Lynch and Maclean, 2000). In a similar vein, Tavakoli and Skehan (2005)
contend that advanced learners' proficiency with complicated speech improves
their speaking fluency by enabling them to control the flow of the discussion and
react correctly.The link between speaking and listening fluency may involve
socio-pragmatic components in addition to cognitive ones. Higher listening
comprehension learners are frequently better able to understand conversational
context, which helps them produce more fluent and contextually appropriate
speech (Taguchi, 2011). This illustrates a crucial component of fluency, which is
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the capacity to handle linguistic and contextual information with accuracy and
speed.
Munro and Derwing (2006) discovered that learners who engage in more
speaking practice tend to increase their listening comprehension abilities, as the
two skills are interconnected in the development of overall language
competency.In essence, the relationship between listening comprehension skills
and speaking fluency is complex and multifaceted, incorporating both cognitive
and socio-pragmatic elements. Although the exact nature of this relationship may
vary depending on individual learner differences and the context in which
language use occurs, prior research indicates that advanced L2 learners with
strong listening skills are likely to exhibit greater speaking fluency.Our goal is to
determine how speaking fluency and listening comprehension are related.To
achieve this the study answer the following research question:
“ Is there a relationship between listening comprehension and speaking
fluency among advanced level EFL students?"
3.METHOD
3.1 Participants
The participants in this study were 30 master’s degree students and their age
ranged between 20 and 25. All of them had advanced English proficiency
certificates ( IELTS 7 or CEFR C1 ). First of all they were explained the main
stages of the study and were given instructions on what to do. After all, the consent
forms of the participants were taken before their participation.
3.2 Instrument
The scores taken from the multiple choice listening exam ( 10 questions =
10 points ) and the speaking examination marks rated by two independent raters (
out of 16 points ).
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3.3 Procedure
After participants were recruited, data collection process began. Both
listening comprehension tasks and speaking performances were compiled.
Participants did a multiple choice listening task, which consisted of 10 questions.
Each answer was worth 1 point and the maximum score that participants would
get was 10. Study participants were required to accomplish this task in a quiet
atmosphere to do the test successfully. After listening test, they were assigned to
perform a speaking task, as well. They were given a speaking prompt according
to which they were supposed to speak for 1 minute or so. Their speeches were
required to be recorded using audio recorders. Two independent raters evaluated
speaking performances using a special criteria designed to evaluate fluency. That
criteria included four parts, which were word stress, sentence stress, pronunciation
and connected speech all of which were given four points.
3.4 Data collection instrument
In the study two instruments were used to collect data on listening
comprehension and speaking fluency. The first instrument was listening
comprehension test, which was utilized to measure participants’ capacity to
comprehend spoken language in different situations. In particular, multiple choice
questions were given to participants to assess participants’ comprehension of
main idea of the audio. The second instrument was speaking fluency task, which
was made use of to evaluate fluency patterns. Fluency was evaluated based on the
following criteria: Pronunciation, word stress, sentence stress, connected speech
all of which had their own band descriptions.
3.4 Data analysis
Participants’ responses were analyzed through Jasp 0.19.1 software and
correlation was used to calculate results of the EFL students. Significance level p
was 0.01 for all statistical analysis which means the result is statistically
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significant. First, descriptive statistics were calculated.It is clear from distribution
plots ,they are normally distributed because they are bell curved.
Figure 1. Distribution Plots
Speaking scores
Listening scores
To check whether the data were normally distributed, distribution plots were
used. As shown in figure 1, the data were shown as a bell curved shape, meaning
that the data were normally distributed.
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4.RESULTS
Research question: Is there any relationship between listening
comprehention and speaking fluency among advanced level EFL students?
In order to answer this question, as well as to identify the relationship
between the listening comprehention and speaking fluency among advanced level
EFL master’s degree students, The quantitative data were analyzed using the
JASP 0.19.1 software, and we used Correlation to calculate results and scatter
plots showed perfect positive correlation and tested the correlation coefficient
(Pearson’r), and the level of significance was (0.01). A significant correlation was
found between the listening comprehention and speaking fluency among
advanced level EFL master’s degree students
Figure 2
. The relationship between listening comprehention and speaking
fluency among advanced level EFL students.
Correlation
Scatter plots
FIGURE 2
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Figure 2. showed that there is perfect positive correlation between listening
comprehention and speaking fluency among advanced level EFL students because
it is undeniable from the scatter plots two random variables have a strong
correlation because the points in a scatterplot are tightly packed together.
Table 1.
Pearson's Correlations
Variable
Speaking
scores
Listening
scores
1. Speaking scores
n
—
Pearson's r
—
p-value
—
2. Listening scores
n
30
—
Pearson's r
0.888
—
p-value
< .001
—
Correlation is significant at the 0.01 level.
Table 1 shows that there is a strong positive relationship between the
variables of the study (listening comprehention and speaking fluency ) among
advanced level EFL students, where the coefficient of correlation is (0.888),
which is statistically significant at level (0.01), and this correlation is positive.
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Table 2.
Descriptive Statistics
Speaking scores
Listening scores
Valid
30
30
Missing
0
0
Mean
14.767
7.800
Std. Deviation 0.898
1.324
Minimum
12.000
5.000
Maximum
16.000
10.000
As shown in Table 2 the correlation between listening comprehention and
speaking fluency is statistically significant that if someone has a strong listening
comprehention his or her speaking fluency will be strong. The students performed
better both on speaking test, (M= 14.767, ST D=0.898) and on the listening test
(M=7.800,ST D=1.324).
5.Discussion
We are teachers and from our teaching experiences we can say that teaching
these two skills at a time is effective. Mainly because teaching listening as a
receptive skill reinforces the development of productive skill which is speaking
fluency.
We obtained a strong positive correlation ( r = 0.888 ) between speaking and
listening scores which means that these two language skills are interrelated in
advanced EFL students. This result suggests that listening can be an indicator of
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effective speaking as it facilitates the improvement of the clear pronunciation,
intonation, and vocabulary, which are integral components of speaking fluency.
The mean speaking score is M=14.77 and it reflects high proficiency in oral
communication simply because all participants had great command of English
with C1 certificates. The mean listening score is equal to 7.80. One notable thing
to mention is that students with higher speaking scores performed better listening
scores as well. For example, a student who was given 16 out of 16 to their speech
found 10 answers out of 10 regarding listening test. However, a student with 14
score in speaking got 6 or 7 score in listening section too.
Our study findings correspond to prior studies where relationship was found
between listening comprehension and speaking fluency. Improved listening
comprehension improves the learner's ability to have correct pronunciation,
rhythm, and vocabulary usage, thus reinforcing speaking fluency.
Previous studies found out that improving listening comprehension may
facilitate speaking fluency, conversely practicing with speaking frequently
doesn’t strengthen listening improvement.
The strong correlation highlights the importance of integrating listening and
speaking activities in teaching EFL students. Further future studies might
investigate the main causes which discovers the relationship between listening
comprehension and speaking fluency.
6.Conclusion,limitations and implications.
The study is a contribution to the ongoing discussion about beliefs on the
theme of relationship between listening comprehention and speaking fluency.This
study has demonstrated a strong positive relationship between listening
comprehension and speaking fluency among advanced-level EFL students. The
significant correlation identified suggests that learners with higher listening
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comprehension tend to exhibit greater speaking fluency, highlighting the
interconnected nature of these two language skills. These findings emphasize the
importance of integrating listening and speaking activities in language instruction
to promote balanced skill development. By reinforcing the link between receptive
and productive abilities, the study contributes to a deeper understanding of
language acquisition processes and offers valuable insights for educators and
curriculum designers aiming to enhance fluency outcomes in advanced EFL
contexts.
The study has some limitations one of which concerns that we used multiple
-choice task to identify listening comprehention of students and its theme does
not connected to the theme of speaking task.It is likely to be more clear if other
researchers do the listening task of research with a kind of descriptive task with
the connected theme with speaking task.
Despite these limitations,this study shows that teachers or other educators
may combine the receptive skill(listening ) with productive skill(speaking) to
balance their students to component of language learning.The more students
understand what is spoken the more they are tend to be fluent while they are
speaking in English.
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