This meta-analysis examines how second language (L2) fluency, intelligibility, comprehensibility, and accentedness interact in spoken communication. Results show that fluency strongly predicts speech comprehensibility, while accentedness alone does not necessarily impede understanding.
The findings are directly relevant for language teaching, informing instructors about which aspects of speaking to prioritize in the classroom. For example, teachers can focus on activities that enhance fluency and clarity rather than overly stressing accent reduction, supporting more effective communication strategies for learners.
Chau, T., & Huensch, A. (2025). The relationships among L2 fluency, intelligibility, comprehensibility, and accentedness: A meta-analysis. Studies in Second Language Acquisition, 47(1), 282-307. https://doi.org/10.1017/S0272263125000014