The Effect of Story-generated Task on Fluency of Young Iranian EFL learners in Speaking

The primary focus of the study was to investigate the effects of story-generated Task on young EFL learners’ fluency of speaking. In the second place, it scrutinized the effect of gender on fluency of speaking under story-generated task. This study followed a quasi-experimental design and from among 70 male and female students (aged 10 to 13), 61 were selected based on the results of their scores in their final exams for three levels. Students were divided into two groups (experimental and control), then each category was divided into two groups of males and females. After 10 sessions of treatment, the learners took part in post-test. A set of independent sample t-tests were conducted. The results showed that the students of the experimental group performed better than those of the control group on the final speaking post-test. Findings also showed that gender was not a determining factor in learners fluency development.