摘要：This study examines if the two tasks exploited, model-based lecture and the photomontage one, have been effective in upgrading students’ speaking skills in CAF domain. From a methodological point of view an independent samples t-test design is used to obtain data from 33 subjects consisting of both male and female studying EFL in Guilan University. Group one and two are Oral II students and group three are Oral I, each consisting of 11 members. The video recorded data are transcribed and coded for later analysis. Measures include areas of CAF. Results of t-tests show that lecturing on photomontage generated higher fluency and some trend in accuracy with no effect on complexity. The results are discussed in the light of Skehan’s CAF triad, as well as competing theories of attention allocation during task performance. The findings provide insight into impact of task use and present suggestions for EFL/ESL teachers and materials developers.
关键词：student-generated photomontage; EFL; fluency; accuracy and complexity
