Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement.

5.2 Oral English proficiency The results of the repeated measures of variance of the six oral English output scores of the intervention class indicate that the oral English output scores of the vast majority of the participants showed a significant trend of improvement after the instructional intervention on MRSs and that the oral English output scores of the participants gradually increased over time.

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Among them, two interviewees showed an increasing trend in their oral English scores, which is representative of the changes in oral English scores of most of the intervention class members; another two interviewees showed a flat trend in their oral English scores; another one interviewee showed a decreasing and then increasing trend in her oral English scores; the last one showed an increasing and then decreasing trend in his oral English scores; the latter three trends of oral English output are different from the overall trend of the intervention class and are special.

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