The effects of formulaic sequences instruction on oral English fluency among engineering college students in Hubei China

This study examines the effects of Formulaic Sequence Instruction (FSI) in enhancing the oral English fluency of first-year engineering students at Hubei Engineering University, China. Employing a quasi-experimental design, 41 participants were assigned to either an experimental group receiving explicit FSI or a control group experiencing conventional instruction. Data were triangulated through pre- and posttests measuring fluency, checklists capturing students' recognition of formulaic sequences and dysfluency indicators, and semi-structured interviews yielding qualitative insights. Findings from the statistical analyses indicated that while both instructional approaches positively influenced fluency, the experimental group demonstrated significantly gains (p