From Accuracy to Fluency: The Role of Interactionalist Approaches in Developing Speaking Proficiency Among Iranian Efl Learners: A Systematic Review
DOI:
https://doi.org/10.15642/ijet2.2026.15.1.101-107Keywords:
Dynamic Assessment, Interactionalism, Iranian EFL Learners, Negotiation of Meaning, Speaking Fluency, Systematic ReviewAbstract
This systematic review investigates the role of interactionalist approaches in developing speaking fluency in Iranian EFL learners. Even though Iranians have excellent grammatical abilities, they find it challenging to speak spontaneously in English because of their lack of exposure to real English outside the classroom. The present systematic review analyzes experimental, qualitative, and mixed-methods research studies carried out between 2022 and 2025. Drawing on Long's Interaction Hypothesis and Vygotsky's Sociocultural Theory, the findings indicate that interactionalist activities—including negotiation of meaning, facilitative corrective feedback, and information-gap tasks—significantly reduce pausing frequency, increase speech rate, and lower speaking anxiety. However, the evidence also suggests that interactionalism alone is insufficient for improving grammatical accuracy, necessitating an integrated model that combines interactive practice with explicit instruction. This review offers practical pedagogical recommendations for Iranian teachers and proposes a hybrid framework that balances fluency and accuracy development.
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