Rhythm instruction to improve ESP students’ fluency A study of pausing

The present work is aimed at examining how efficient it to teach language rhythm enhance English for Specific Purposes (ESP) learners’ fluency. 298 Spanish/Catalan speakers participated in the experiment, among which 42 students fulfilled treatment and were examined as subjects of study. For ten weeks, participants took pronunciation instruction within their regular lessons. sessions lasted thirty minutes followed a communicative framework. Students divided into an experimental group, with explicit training, control without it. total number pauses unfilled counted compared assess frequency performing ANOVAs t-tests. Descriptive analysis shows that group tends pause less make fewer after training. However, statistical significance only reached independent-samples t-test effect sizes pauses. Therefore, these findings suggest greater command over pausing when explicitly taught, consequent improvement fluency second language, despite results not always being significant.