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..

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