speech dysfluency production rate (male/female)(age groups: 19-24,25-30,31-44,45+)
Disfluencies produced by Iranian EFL learners SPSS datasheet (20 male/20 female Iranian EFL learners) (age groups: equally distributed 19-24,25-30,31-44,45+) ABSTRACT The aim of the current study is to investigate the relationship of production of speech dysfluencies in EFL learners based on gender and age through regression modeling. Gender and age have been examined to influence the production of dysfluencies in both native and nonnative speakers so it’s an important issue since fluency and dysfluency are crucial aspects of language learning, however, the influence of age and gender on dysfluency remains a controversial issue with studies often producing conflicting results with one another. This study took a new approach to this subject as we produced regression models which can predict the likelihood of production of each dysfluency type based on speakers’ age and gender. In order to do this 40 Iranian advanced EFL learners (20 male, 20 female) in four age groups (youth 19-24, young adults 25-30, adults 31-44, and older adults 45+) took part in the study. Later semi-structured interviews with a variety of questions regarding different topics were conducted and participants’ responses were first recorded and then transcribed. The frequency of occurrence of each dysfluency type in participants’ speech samples formed our data. This data was then used for our regression analysis. Our findings indicated that, while filled pauses are the most frequently produced dysfluency in both genders and all age groups, female speakers are more likely to produce hesitations in their speech compared to male speakers. We also found out that, older adults are less likely to produce filled pauses in their speech compared to younger speakers. With Further analyses, we also investigated the likelihood of producing certain dysfluency types over other ones based on age and gender and how this may help instructors.
Steps to reproduce
This data was gathered in the following manner: First, through social media, we found Iranian EFL learners then they were asked to take a proficiency test (Cambridge) those with c1 and c2 marks formed our participants of the study 40 participants: 20 males, 20 females equally distributed in 4 age groups (mentioned above) later through semi-structured interviews, speaking samples were collected and transcribed with Praat then we analyzed them for the number of disfluencies produced by them and put them into this SPSS dataset for analysis