Abstract-This article aims to explore how the EFL teachers and students treat the development of speaking fluency in the EFL class in terms of the teachers' willingness of promoting speaking fluency for their students and the students' demand and preference of the speaking fluency in the EFL class in China. This study also attempts to identify whether there is a dynamic between these two variables. However, the participants in this study including 40 EFL students with a female dominated demography and 10 domestic EFL teachers were randomly convened from a college. Two sets of questionnaire for these EFL teachers and students are a way to observe the result, since the demand of fluency development is a motivational factor for the EFL learners to practice it, while the teachers' willingness of implementation is an effective variable to promote it. Thus, a ttest is applied to precede this outcome and the results indicated that the teachers' willingness of developing speaking fluency for their students is not sufficient. Their students consequently are not familiar with the way of practicing the speaking fluency. Though these EFL students demand a fluent communicative competence in conversations, there is a lack of time, activity, effort and relevant principle of guiding in the current EFL class. The conclusion of this article is that speaking fluency strand is necessary to the college students and therefore further researches should draw attention on its development in the EFL class in China.Index Terms-fluency, speaking fluency, fluency development, preference of speaking fluency, college EFL students, EFL teaching in China

EFL teaching is gradually changed from a traditional grammar-based model to a communicative language teaching approach in China. So, there is a variety of methodologies to help the Chinese EFL learners to practice their speaking skills. Lack of speaking fluency practice, sometimes, is not sufficient to maintain a communicative task in EFL class. This paper examines previous studies and researches in fluency development: to point out the importance of speaking fluency; to outline a 4/3/2 method adapting in the EFL class; to implement retrieval strategy to cultivate a long-term practice and to prove the fluency improvements in class will be beneficial in real-life conversation.

This study investigated Chinese junior high school teachers' and students' attitudes mainly about their worries, perceptions, and beliefs towards EFL writing, which was conducted by a mixed research method. 25 participants were involved in a survey questionnaire that consists of three parts: (1) demographical information, (2) measure of attitudes, and (3) comments on EFL writing. The attitudinal measures with a five-point Likert scale questionnaire showed that EFL writing was ignored in EFL class, but participants expected to focus on that. Furthermore, the results observed from a paired t-test quantitatively indicated that these teachers and students considered EFL writing as a difficult and important skill and they believed that it is possible to improve their EFL writing skill. On the other hand, there was an individual facet-to-face interview to justify these results in the survey, in which, that the root reasons of EFL writing is a weakness skill, the difficulties of performing writing, and the lack of opportunities to practice it, were found. Based on these findings in survey questionnaire and interview, several pedagogical implications were discussed consequently in order to: (i) increase the practice opportunities, (ii) use correct language learning strategies, (iii) overcome the first language barrier, (iv) keep ongoing learning, and (v) reflect the process, quality, and outcome of EFL writing, which are effective ways to enhance the EFL writing skill.

Communicative language teaching is a very popular approach in the EFL class, which is also advocated in many Asian countries. Is it effectively applied in the Chinese EFL classes so far? The current situation of the communicative language teaching in China was not persistently implemented due to many constraints. However, this article aims to indentify a gap between the principle of CLT and its practice in the EFL class. The research in the article is associated with the EFL learners' speaking fluency and the context of communicative language teaching. Thus, an observation of adopting the 4/3/2 activity in the high schools in China is to point out the lack of speaking fluency development is neither beneficial nor sufficient for CLT; to find out the major achievements of the speaking fluency practice in long term; and to justify the speaking fluency is a trainable skill in the context of CLT. Nonetheless, the obtained results indicate both the EFL teachers and learners are taken into account for the effectiveness and achievement of fluency development in speaking. Findings in data and factor analysis suggest that the EFL teachers should draw attention on relevant pedagogical implication and the EFL learners are strongly encouraged to put efforts on learning strategies. Such considerations are necessary to be involved in the EFL teaching and learning. Therefore, the conclusion of study is, within a collaborative learning environment, the implementation of the speaking fluency is took place dramatically to enhance the effectivenesses of CLT and that indeed needs a long term effort, patience and monitoring in the EFL class.