Author(s): Dr Mary Sooria, Dr Deepa George

Abstract: Oral fluency in English does not always grow along with the acquisition of vocabulary, grammar and written language. Learners' hesitation, anxiety and difficulties in spontaneous oral communication are not uncommon when they perform well in academic English. The study investigates the effectiveness of a Multimodal Re-Speaking Cycle (MRC), an integrated classroom intervention that aims at facilitating secondary-school students' linguistic knowledge to be expressed orally. A quasi-experimental study was conducted on a group of 40 students of Class IX of a secondary school in Ernakulam district, Kerala. The results were evaluated based on a pre-test post-test speaking task. The evaluation method followed a recurring pattern of multimodal input like verbal self-analysis, group interaction, verbal intervention re-speaking, and reflection. The mean score increased from 5.11 (SD = 2.32) in the pre-test to 17.45 (SD = 2.67) in the post-test, producing a mean gain of 12.34 points. It was a very large within group effect size (Cohen's dz = 4.19), and there was a statistically significant difference, t (39) = 26.52, p < .001. 40 participants had higher post-test scores. The results indicate the importance of a structured cycle of repeated oral performance, noticing, multimodal support, interaction, and scaffolding as a productive way to develop L2 speaking. The study demonstrates the pedagogical potential of viewing attempts at first speaking as less of a performance and more as an opportunity for reflection, support and better re-speaking.

Keywords: L2 speaking, oral performance, task repetition, re-speaking, multimodal learning, noticing

Article Info: Received: 26 Sep 2026; Received in revised form: 23 Oct 2026; Accepted: 27 Oct 2026; Available online: 30 Oct 2026

DOI: 10.22161/ijels.115.67