Abstract

This article investigates the effects of input-based free discussion courses on IELTS speaking scores of EFL learners who, despite adequate language processing knowledge and comprehension capability, struggle with demonstrating fluency and accuracy in speaking performance. Drawing on Social Learning Theory, Schema Theory, and Interaction Hypothesis, the study examines how informal discussions can facilitate language practice, knowledge of various schemas, negotiation of meaning, as well as spontaneous language use, which ultimately contribute to the development of speaking proficiency. A true experimental design was employed with 242 Iranian EFL learners. The participants were split into two experimental groups and two control groups across B1+ and B2+ proficiency levels based on the Oxford Placement Test. The experimental groups received explicit input on linguistic resources and test strategies during communicative activities while the control groups had no exam-oriented input but just limited linguistic feedback. Findings from a 2×2 between-groups MANCOVA indicated significant positive effects of input-based instruction and proficiency level on overall speaking performance. Moreover, input-based treatment was influential on fluency, grammar, vocabulary, and pronunciation components of speaking performance separately. Implications, limitations and further avenues of research are also discussed.