Aram Reza Sadeghi Beniss - Semnan University, Iran
Vahid Edalati Bazzaz - Semnan University, Iran

The current study attempted to establish baseline quantitative data on the impacts of pushed outputon two components of speaking (i.e., accuracy and fluency). To achieve this purpose, 30 female EFLlearners were selected from a whole population pool of 50 based on the standard test of IELTS interviewand were randomly assigned into an experimental group and a control group. The participants in theexperimental group received pushed output treatment while the students in the control group receivednon-pushed output instruction. The data were collected through IELTS interview and then the interviewof each participant was separately tape-recorded and later transcribed and coded to measure accuracyand fluency. Then, the independent samples t-test was employed to analyze the collected data. Theresults revealed that the experimental group outperformed the control group in accuracy. In contrast,findings substantiated that pushed output had no impact on fluency. The positive impact of pushedoutput demonstrated in this study is consistent with the hypothesized function of Swain’s (1985)pushed output. The results can provide some useful insights into syllabus design and English languageteaching.

pushed output; accuracy; fluency; EFL speaking