THE EFFECT OF DIRECT INSTRUCTION IN FORMULAIC SEQUENCES ON IELTS STUDENTS’ SPEAKING PERFORMANCE

Oct 15, 2026

The study investigates how an intensive direct instruction course in preselected targeted formulaic sequences affects IELTS learners’ oral fluency. Criteria for selecting targeted formulaic sequences and for designing tasks and activities are developed for IELTS speaking preparation. Five intermediate English second-language learners without prior IELTS training complete IELTS-format speaking tests before and after a four-week course, with recordings analyzed in Praat. Temporal measures show a significant increase in targeted formulaic sequences and indicate improved speaking performance and overall Speaking scores.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Rationale and research gap

Definition and scope of formulaic sequences

Prior findings on formulaic sequences and fluency

DOI: 10.20535/2410-8286 .132528 THE EFFECT OF DIRECT INSTRUCTION IN FORMULAIC SEQUENCES ON IELTS STUDENTS’ SPEAKING PERFORMANCE Gennadiy Goncharov Ivan Kozhedub National Air Force University, Kharkiv, Ukraine [gonchgnd@gmail.com](gonchgnd@gmail.com) In the light of previous research into the correlation between the acquisition of formulaic sequences and language learners’ fluency gains, this study aims to investigate the extent to which an intensive course of direct instruction in preselected targeted formulaic sequences can improve IELTS students’ oral fluency. In achieving this purpose, the researcher explores criteria for selecting formulaic sequences for intensive instruction as part of an IELTS speaking preparation course, and outlines principles for selecting and developing tasks and activities for the acquisition of formulaic sequences. The methodology for our intensive instruction course was quantitatively and qualitatively assessed using a group of five intermediate second language learners of English who had not received IELTS training before. A body of empirical data was gathered in pre- and post-course speaking tests conducted in full accordance with the IELTS format, with the test takers’ performance being audio recorded. Recorded data were imported into Praat speech processing software to examine the temporal characteristics of the participants’ speech. Analysis of the pre- and post-test recordings using a number of temporal measures revealed a significant increase in the number of targeted formulaic sequences used by the study participants after four weeks of intensive direct instruction. Analysis of the empirical data collected suggests a beneficial effect of formulaic sequence acquisition on both IELTS students’ speaking performance and on their overall Speaking scores. The findings obtained are used to hypothesise to what extent formulaic sequences acquired through the course of direct instruction can influence test-takers’ IELTS Speaking scores. Keywords: formulaic sequences; direct instruction; oral fluency; IELTS; speaking performance. Introduction There have been numerous studies carried out in recent years on the benefits of formulaic sequences (FSs) in acquiring speaking skills and fluency. At the same time, it is generally accepted by researchers (Dillon 2015, Wood 2009, Mirzaei, Hashemian & Farsani 2016) that methodology for teaching FSs is yet to be thoroughly explored. A deeper understanding is required of pedagogical methods and approaches to teaching FSs and native-like fluency in speaking within the communicative approach, of ways of integrating FSs into existing language curricula and courses in English as a second language (ESL), and of principles for developing activities and tasks that will foster FS acquisition and enhance second language (L2) fluency in learners. Even less studied are the role and significance ofFSs in preparing students for highstakes international English language tests such as IELTS, TOEFL, etc, as well as the impact of acquired FSson test-takers’ overall scores. This theoretical study is one of the first attempts to analyse the already available meaningful research data on FSs in the context of IELTS preparation and to identify a set of guiding principles to develop a short intensive course of instruction in targeted FSs as part of IELTS training. In addition, it describes the results of teaching such a course to a group of intermediate L2 learners, which will, firstly, give some insight into the impact of this course on the development of speaking abilities and fluency in L2 learners in a non-native environment (and consequently on IELTS Speaking scores) and, secondly, help outline promising directions for future research in this area. This research is based on two sets of studies: those investigating formulaic language in the context of oral fluency training, and those investigating the impact of focused instruction in FSs on L2 speech production and

FAQs

What does the study examine regarding formulaic sequences in IELTS preparation?

It examines the extent to which an intensive direct instruction course focused on targeted formulaic sequences improves IELTS students’ oral fluency and Speaking scores.

How is the direct instruction course methodology assessed?

The course is assessed quantitatively and qualitatively using pre- and post-course IELTS-format speaking tests, with audio recordings imported into Praat for temporal analysis.

What outcome does the analysis of speaking recordings show?

Temporal measures reveal a significant increase in the number of targeted formulaic sequences used after four weeks, alongside a beneficial effect on speaking performance and overall Speaking scores.

Oct 15, 2026

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