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This study was an attempt to compare the effects of using opinion-gap, reasoning-gap, and information-gap tasks on Iranian EFL learners’ speaking fluency. To fulfill this objective, 140 intermediate EFL learners were selected and subsequently divided into three experimental groups including opinion-gap group, reasoning-gap group, and information-gap group, plus one control group. Afterward, the participants of all the groups were given a speaking pre-test, followed by the intervention, where the experimental groups received their specific treatments and the control group was exposed to the placebo. After the intervention ended, a speaking post-test was given to all the groups in order to measure the effects of the treatments on their speaking fluency. The results of one-way ANOVA indicated that the three experimental groups outperformed the control group on the post-test. In addition, the results uncovered that information-gap tasks were more effective than opinion-gap tasks and reasoning-gap tasks. In light of these findings, the researchers suggested some recommendations that are hoped to help syllabus designers, supervisors and English language teachers in developing teaching speaking skills.
Namaziandost et al. (Tue,) studied this question.