How to Talk to Myself: Optimal Implementation for Developing Fluency in EFL Speaking Through Soliloquizing

“Soliloquizing” refers to the self-talk practice of a language learner through verbalizing thoughts using their target language. Through years research, scholars have maintained that soliloquizing has potential promote learners’ oral fluency in unscripted speech; nevertheless, empirical validation yet be confirmed. The aims current study were two-fold: (1) empirically establish pedagogical efficacy for promoting speech and explore most desirable implementation setting this practice; 2) delve into second-language (L2) perceived attitudes towards experience soliloquizing. A total 28 EFL college students with CEFR B1 English proficiency participated 4-week treatment under four conditions, i.e., [+ / − time pressure] × restriction fillers]. This L2 fluency, gleaned from measure pruned rate, was analyzed paired sample t-tests two-way ANOVA, while further investigated questionnaires interviews. showed significantly enhanced speaking attitude, an optimal one implemented increasing constraint. Based on obtained quantitative qualitative findings, settings are discussed.