A Case Study of Four High School ESL Students' Oral Reading Fluency and Affect

摘要: This study examines the affective elements present when students learning English as a Second Language (ESL) are reading aloud. Special attention is paid to anxiety, motivation, and attitudes. Participants of this included four ESL who received language support one two hours per day, were literate in their L1, intermediate advanced learners midwestern suburban town. To identify related oral fluency, participants interviewed observed classroom. Each also participated think‐aloud session which he or she was asked questions stumbling pausing while The results indicate that attitudes, anxiety influence fluency. Results suggested social nervousness, pronunciation, moving from an class mainstream had largest impact on students’