Recent studies showed that compared to practicing language skills in A stepwise manner over a period known as block practice, mixing the units of learning, and making them less predictable by presenting them randomly to the language learners, known as interleaving, may prove to be a more effective approach to language teaching (Finkbeiner&Nicol, 2003; Schneider et al., 1998, 2002; Miles, 2014; Nakata, 2015). This paper is an attempt at reporting the findings of a 24-day long experimental study on the pedagogical effect of the interleaving and block practice approach to language learning (speaking skill in the present context) on undergraduate English as a second (ESL) learner. The teaching experimentation was done online on 36 undergraduate learner participants at the School of Sciences in Tezpur University during the Autumn Semester, 2020-21. The interleaving group showed slightly better language pedagogical results in speaking skills in English than the block practice group. It is, however, stated that the difference in performance was not found to be statistically significant. The performance of the two groups across the four micro-skills of speaking in English identified as interaction, pronunciation, fluency & coherence, and vocabulary & grammar remained static within the duration of the experimentation. Additionally, the groups did not demonstrate any significant difference in their L2 attitude and motivation over time.

中文翻译：

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英语口语技能和印度本科 ESL 学习者：交错练习还是块练习？

最近的研究表明，与在称为块练习的时期内逐步练习语言技能相比，混合学习单元并通过将它们随机呈现给语言学习者（称为交错）来降低它们的可预测性，可能被证明是一种更有效的语言教学方法（Finkbeiner&Nicol, 2003; Schneider et al., 1998, 2002; Miles, 2014; Nakata, 2015）。本文试图报告一项为期 24 天的实验研究结果，该研究结果是关于语言学习（当前语境下的口语技能）的交错和块式练习方法对作为第二 (ESL) 学习者的本科英语的教学效果。教学实验是在 2020-21 年秋季学期在 Tezpur 大学科学学院的 36 名本科生参与者身上在线完成的。交错组在英语口语技能方面的语言教学结果略好于块练习组。然而，它指出，性能上的差异在统计上并不显着。在实验期间，两组在英语口语四项微观技能（互动、发音、流畅性和连贯性以及词汇和语法）上的表现保持不变。此外，随着时间的推移，各组在 L2 态度和动机方面没有表现出任何显着差异。在实验期间，两组在英语口语四项微观技能（互动、发音、流畅性和连贯性以及词汇和语法）上的表现保持不变。此外，随着时间的推移，各组在 L2 态度和动机方面没有表现出任何显着差异。在实验期间，两组在英语口语四项微观技能（互动、发音、流畅性和连贯性以及词汇和语法）上的表现保持不变。此外，随着时间的推移，各组在 L2 态度和动机方面没有表现出任何显着差异。