Vol. 13/ Núm. 1 2026 pág. 2786
https://doi.org/10.69639/arandu.v13i1.2083
The impact of idiomatic expressions on the development of
English oral skills in A2 level students
El impacto de las Expresiones Idiomáticas en el Desarrollo de las Habilidades Orales
del Inglés en Estudiantes de Nivel A2
Arlyn Adrián Santos Torres
asantost@uteq.edu.ec
https://orcid.org/0009-0005-9797-1114
Universidad Técnica Estatal de Quevedo
Quevedo, Ecuador
Jardel Coutinho Dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Quevedo, Ecuador
Artículo recibido: 18 febrero 2026-Aceptado para publicación: 20 marzo 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This article critically analyzes how idiomatic expressions affect the development of oral English
skills in A2 level students. The study, based on a mixed-methods action research design, involved
15 students in various communicative activities that incorporate idiomatic expressions through
contextualized and participatory activities, such as role-playing, audiovisual resources, and
interactive conversations. The quantitative data validated by a T-test showed no significant
changes in the fluency of the A2 level students. In addition, qualitative data corroborated that
during the process of implementing, pronouncing, remembering, and processing idiomatic
expressions, most students temporarily lost fluency, which was affected by the number of pauses,
hesitations, paraphrasing, and nervousness. However, these same qualitative data showed great
interest and satisfaction on the part of the participants, who managed to incorporate idiomatic
expressions into their linguistic repertoire. Finally, the findings show the need to integrate
idiomatic expressions on a regular basis as part of the teaching-learning process in educational
environments.
Keywords: idiomatic expressions, oral skills, A2 level students, intercultural awareness,
language fluency
RESUMEN
Este artículo analiza críticamente cómo las expresiones idiomáticas afectan el desarrollo de las
habilidades orales del inglés en estudiantes de nivel A2. El estudio, basado en un diseño de
Vol. 13/ Núm. 1 2026 pág. 2787
investigación-acción con métodos mixtos, involucró a 15 estudiantes en diversas actividades
comunicativas que incorporaron expresiones idiomáticas mediante actividades contextualizadas
y participativas, como juegos de rol, recursos audiovisuales y conversaciones interactivas.Los
datos cuantitativos, validados mediante una prueba t, no mostraron cambios significativos en la
fluidez de los estudiantes de nivel A2. Además, los datos cualitativos corroboraron que, durante
el proceso de implementación, pronunciación, memorización y procesamiento de expresiones
idiomáticas, la mayoría de los estudiantes perdieron fluidez temporalmente, afectada por la
cantidad de pausas, vacilaciones, parafraseo y nerviosismo. Sin embargo, estos mismos datos
cualitativos mostraron gran interés y satisfacción por parte de los participantes, quienes
incorporaron con éxito expresiones idiomáticas a su repertorio lingüístico. Finalmente, los
hallazgos muestran la necesidad de integrar regularmente las expresiones idiomáticas como parte
del proceso de enseñanza-aprendizaje en entornos educativos.
Palabras clave: expresiones idiomáticas, habilidades orales, estudiantes de nivel A2,
conciencia intercultural, fluidez lingüística
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
investigación-acción con métodos mixtos, involucró a 15 estudiantes en diversas actividades
comunicativas que incorporaron expresiones idiomáticas mediante actividades contextualizadas
y participativas, como juegos de rol, recursos audiovisuales y conversaciones interactivas.Los
datos cuantitativos, validados mediante una prueba t, no mostraron cambios significativos en la
fluidez de los estudiantes de nivel A2. Además, los datos cualitativos corroboraron que, durante
el proceso de implementación, pronunciación, memorización y procesamiento de expresiones
idiomáticas, la mayoría de los estudiantes perdieron fluidez temporalmente, afectada por la
cantidad de pausas, vacilaciones, parafraseo y nerviosismo. Sin embargo, estos mismos datos
cualitativos mostraron gran interés y satisfacción por parte de los participantes, quienes
incorporaron con éxito expresiones idiomáticas a su repertorio lingüístico. Finalmente, los
hallazgos muestran la necesidad de integrar regularmente las expresiones idiomáticas como parte
del proceso de enseñanza-aprendizaje en entornos educativos.
Palabras clave: expresiones idiomáticas, habilidades orales, estudiantes de nivel A2,
conciencia intercultural, fluidez lingüística
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 1 2026 pág. 2788
INTRODUCTION
During the process of learning English, oral ability is one of the most significant challenges
in developing students at the A2 level. They often lack the linguistic resources to achieve fluency,
natural communication. One of the most difficult, but also most enriching elements of spoken
language is idiomatic expressions, with their figurative sense and cultural load, which are difficult
to understand and use, especially at a basic level. According to Al-Khawaldeh et al. (2016), idioms
act as a barrier for English learners because they lack semantic processes and direct equivalence
in most mother tongues; therefore, a high level of pragmatic competence is necessary.
Nevertheless, due to their figurative quality and cultural peculiarity, they are particularly hard to
comprehend among students with a lower level of proficiency (Nguyen et al., 2022).
Despite their fundamental value, idiomatic expressions have been little considered in the
process of teaching English, leading students to have an appropriate level of grammatical
knowledge but difficulties with communication in real-life situations. This phenomenon has been
mentioned by Al-Khawaldeh et al., (2016), who argue that many English language teaching
programs lack strategies to promote idioms in the teaching-learning process, at that point even
advanced students have a low level of idiomatic expressions, this is also strongly reflected in non-
English-speaking contexts as is the Ecuadorian reality, where students do not have direct
interaction with native speakers of the English language, it has been demonstrated that learners
that are not taught idiomatic language experience challenges with the interpretation and
production of natural spoken speech, which directly impacts the oral progress (Hajiyeva, 2024).
This research arises from the need to address the problem that A2 level students have when
using idiomatic expressions. These are a fundamental part of spoken language. This presents a
great barrier for Ecuadorian students because they are not directly exposed to idiomatic phrases,
which is evident in the Ecuadorian curriculum. This makes it difficult for students to achieve a
level of fluency in real-world contexts, as their figurative meaning and cultural implications often
challenge the explanatory and creative ability of students with lower proficiency. Therefore, their
description will be literal, minimal, and superficial. While idioms are frequently used in real-life
contexts, they are often overlooked in English language teaching, and thus, students may excel in
grammar but have deficient oral communication skills in real-life situations. As a result, the
pedagogical requirement is to incorporate the idiomatic expressions in oral practices in a manner
that facilitates fluency, expressiveness, and confidence in learners (Mehdi, 2024).
Therefore, this study examined the effect of integrating idiomatic expressions on improving
students' oral performance. It also investigated how idiomatic expressions have affected A2-level
students' oral fluency, their understanding and application of idiomatic expressions, and how these
have affected their motivation and confidence when speaking. Furthermore, it examined how
INTRODUCTION
During the process of learning English, oral ability is one of the most significant challenges
in developing students at the A2 level. They often lack the linguistic resources to achieve fluency,
natural communication. One of the most difficult, but also most enriching elements of spoken
language is idiomatic expressions, with their figurative sense and cultural load, which are difficult
to understand and use, especially at a basic level. According to Al-Khawaldeh et al. (2016), idioms
act as a barrier for English learners because they lack semantic processes and direct equivalence
in most mother tongues; therefore, a high level of pragmatic competence is necessary.
Nevertheless, due to their figurative quality and cultural peculiarity, they are particularly hard to
comprehend among students with a lower level of proficiency (Nguyen et al., 2022).
Despite their fundamental value, idiomatic expressions have been little considered in the
process of teaching English, leading students to have an appropriate level of grammatical
knowledge but difficulties with communication in real-life situations. This phenomenon has been
mentioned by Al-Khawaldeh et al., (2016), who argue that many English language teaching
programs lack strategies to promote idioms in the teaching-learning process, at that point even
advanced students have a low level of idiomatic expressions, this is also strongly reflected in non-
English-speaking contexts as is the Ecuadorian reality, where students do not have direct
interaction with native speakers of the English language, it has been demonstrated that learners
that are not taught idiomatic language experience challenges with the interpretation and
production of natural spoken speech, which directly impacts the oral progress (Hajiyeva, 2024).
This research arises from the need to address the problem that A2 level students have when
using idiomatic expressions. These are a fundamental part of spoken language. This presents a
great barrier for Ecuadorian students because they are not directly exposed to idiomatic phrases,
which is evident in the Ecuadorian curriculum. This makes it difficult for students to achieve a
level of fluency in real-world contexts, as their figurative meaning and cultural implications often
challenge the explanatory and creative ability of students with lower proficiency. Therefore, their
description will be literal, minimal, and superficial. While idioms are frequently used in real-life
contexts, they are often overlooked in English language teaching, and thus, students may excel in
grammar but have deficient oral communication skills in real-life situations. As a result, the
pedagogical requirement is to incorporate the idiomatic expressions in oral practices in a manner
that facilitates fluency, expressiveness, and confidence in learners (Mehdi, 2024).
Therefore, this study examined the effect of integrating idiomatic expressions on improving
students' oral performance. It also investigated how idiomatic expressions have affected A2-level
students' oral fluency, their understanding and application of idiomatic expressions, and how these
have affected their motivation and confidence when speaking. Furthermore, it examined how
Vol. 13/ Núm. 1 2026 pág. 2789
students learned and applied idiomatic expressions in communication and the impact of active
participation in their use in classroom tasks.
The main objective of this research is to analyze the impact of idiomatic expressions on the
development of oral skills. Specifically, how the inclusion of idiomatic expressions influences
the fluency, intonation, and naturalness of spoken speech. Develop contextualized and
participatory activities that allow the development of natural and meaningful communication, and
in turn understand the perceptions of students by integrating idiomatic expressions as part of the
linguistic arsenal. Methodologically, the study employs a mixed-methods action research design,
combining qualitative and quantitative data to reflect and enrich classroom practice.
Literature Review
Idiomatic Expressions and Language Proficiency
Idioms are among the richest and most complex aspects of learning English. Their
importance during the teaching-learning process has grown exponentially, since they represent
the cultural, historical, and linguistic richness of language Van Dijk et al., (2022). Although they
have communicative value, they are generally not included in curricula, creating an apparent
contradiction between theory and practice in education.
Idiomatic expressions are different linguistic phrases whose figurative meaning is not
deducible from the literal meanings of the individual linguistic words that appear in the idiomatic
expression. According to Cambridge University Press (2026), an idiom is a specific term defined
as a collection of words in a consistent order that has a meaning that is not the same as the meaning
of the words themselves. The phrases are culturally determined and based on specific templates,
not the general syntax; Hence, they are usually difficult for those who learn a language and
interpret them word-by-word. Fluency in languages requires mastery of these expressions, since
they can assist speakers to convey complex thoughts and feelings more effectively and naturally
than literal speech can.
Several studies have indicated that one of the main challenges students face when dealing
with idioms is that they lack a literal counterpart and are not rooted in a specific culture. Students
often attempt to break down idioms word for word, misinterpreting and misusing them. These
problems are compounded by the fact that introducing idioms without adequate contextual cues
overloads mental capacity and negatively impacts oral performance, which is undesirable (Mehdi,
2024). There is also a tension between the ubiquity of idioms in authentic usage and their
insufficient systematization in the teaching and learning process. This creates a persistent gap in
the development of oral communication skills.
Language proficiency not only demonstrates proficiency in language but also provides
clear evidence of advanced oral skills. According to Al-Khawaldeh (2016), speakers who use
idioms precisely have mastery of the pragmatics, stylistics, and sociocultural of the language.
However, the report is attractively troubling: even high-achieving college students admit to poor
students learned and applied idiomatic expressions in communication and the impact of active
participation in their use in classroom tasks.
The main objective of this research is to analyze the impact of idiomatic expressions on the
development of oral skills. Specifically, how the inclusion of idiomatic expressions influences
the fluency, intonation, and naturalness of spoken speech. Develop contextualized and
participatory activities that allow the development of natural and meaningful communication, and
in turn understand the perceptions of students by integrating idiomatic expressions as part of the
linguistic arsenal. Methodologically, the study employs a mixed-methods action research design,
combining qualitative and quantitative data to reflect and enrich classroom practice.
Literature Review
Idiomatic Expressions and Language Proficiency
Idioms are among the richest and most complex aspects of learning English. Their
importance during the teaching-learning process has grown exponentially, since they represent
the cultural, historical, and linguistic richness of language Van Dijk et al., (2022). Although they
have communicative value, they are generally not included in curricula, creating an apparent
contradiction between theory and practice in education.
Idiomatic expressions are different linguistic phrases whose figurative meaning is not
deducible from the literal meanings of the individual linguistic words that appear in the idiomatic
expression. According to Cambridge University Press (2026), an idiom is a specific term defined
as a collection of words in a consistent order that has a meaning that is not the same as the meaning
of the words themselves. The phrases are culturally determined and based on specific templates,
not the general syntax; Hence, they are usually difficult for those who learn a language and
interpret them word-by-word. Fluency in languages requires mastery of these expressions, since
they can assist speakers to convey complex thoughts and feelings more effectively and naturally
than literal speech can.
Several studies have indicated that one of the main challenges students face when dealing
with idioms is that they lack a literal counterpart and are not rooted in a specific culture. Students
often attempt to break down idioms word for word, misinterpreting and misusing them. These
problems are compounded by the fact that introducing idioms without adequate contextual cues
overloads mental capacity and negatively impacts oral performance, which is undesirable (Mehdi,
2024). There is also a tension between the ubiquity of idioms in authentic usage and their
insufficient systematization in the teaching and learning process. This creates a persistent gap in
the development of oral communication skills.
Language proficiency not only demonstrates proficiency in language but also provides
clear evidence of advanced oral skills. According to Al-Khawaldeh (2016), speakers who use
idioms precisely have mastery of the pragmatics, stylistics, and sociocultural of the language.
However, the report is attractively troubling: even high-achieving college students admit to poor
Vol. 13/ Núm. 1 2026 pág. 2790
oral language proficiency. This makes a direct criticism of the educational system, which fails to
take into account oral competence without considering figurative language as a fundamental
criterion.
At the A2 level, students are in a transitional phase and begin to shift from simple language
use to meaningful and functional communication. At this point, the use of idiomatic expressions
can be particularly helpful for developing oral skills, provided they are chosen appropriately and
adapted pedagogically. states that vocabulary acquisition at the lower-intermediate level is
associated with high-frequency and contextually meaningful language, where the inclusion of
common idiomatic expressions could be suitable.
Difficulties in Acquiring Idiomatic Expressions
Idioms subvert the contours of traditional learning based on the compositional logic of
language. Since they lack a semantic approach, they require more complex cognitive processes,
such as contextual inference, conceptual transfer, and cultural metaphor. The document mentions
that a good part of the students understand the semantic concept, that is, they first grasp the literal
sense before the figurative version, which shows an evident failure of cognitive automation
(Yucedal & Kara, 2023).
Critically, this approach reflects the bias in L2 English teaching and learning: an ambiguous
structure is maintained, a formalist view of the language is adopted, and more inclusive ways of
learning, such as constructing contextual meaning, are marginalized. To this must be added the
patterns of didactic resources that are not usually used or, in turn, lack language resources.
From a critical standpoint, the acquisition of idioms cannot be separated from the
appropriate socio-cultural support. The analysis shows that the students lack an adequate level of
cultural knowledge, including knowledge of hidden language, creating contextual and cultural
vulnerability. Many of these shortcomings are closely related to the lack of idiomatic language in
the teaching-learning process.
Idioms, according to Van Dijk et al. (2022), encompass cultural knowledge that is difficult
to translate word-for-word. So, asking students to understand expressions such as the
aforementioned "kick the bucket" without introducing them to their cultural environment is a
counterproductive approach. Teaching a foreign language through literal translation creates a gap
in the performative dimension of language and reinforces a reductive view of it.
Moreover, learning idiomatic expressions not only leads to the enrichment of lexical skills,
but also to the general oratory ability. When speaking exercises get learners to use idioms, they
have to tend towards meaning-making and pragmatic acceptability. Though the process can have
short-term implications on fluency, because of intensified cognitive requirements, it contributes
to long-term oral progress and communicative proficiency (Tintiuc & Mihail-Veleșcu, 2026).
oral language proficiency. This makes a direct criticism of the educational system, which fails to
take into account oral competence without considering figurative language as a fundamental
criterion.
At the A2 level, students are in a transitional phase and begin to shift from simple language
use to meaningful and functional communication. At this point, the use of idiomatic expressions
can be particularly helpful for developing oral skills, provided they are chosen appropriately and
adapted pedagogically. states that vocabulary acquisition at the lower-intermediate level is
associated with high-frequency and contextually meaningful language, where the inclusion of
common idiomatic expressions could be suitable.
Difficulties in Acquiring Idiomatic Expressions
Idioms subvert the contours of traditional learning based on the compositional logic of
language. Since they lack a semantic approach, they require more complex cognitive processes,
such as contextual inference, conceptual transfer, and cultural metaphor. The document mentions
that a good part of the students understand the semantic concept, that is, they first grasp the literal
sense before the figurative version, which shows an evident failure of cognitive automation
(Yucedal & Kara, 2023).
Critically, this approach reflects the bias in L2 English teaching and learning: an ambiguous
structure is maintained, a formalist view of the language is adopted, and more inclusive ways of
learning, such as constructing contextual meaning, are marginalized. To this must be added the
patterns of didactic resources that are not usually used or, in turn, lack language resources.
From a critical standpoint, the acquisition of idioms cannot be separated from the
appropriate socio-cultural support. The analysis shows that the students lack an adequate level of
cultural knowledge, including knowledge of hidden language, creating contextual and cultural
vulnerability. Many of these shortcomings are closely related to the lack of idiomatic language in
the teaching-learning process.
Idioms, according to Van Dijk et al. (2022), encompass cultural knowledge that is difficult
to translate word-for-word. So, asking students to understand expressions such as the
aforementioned "kick the bucket" without introducing them to their cultural environment is a
counterproductive approach. Teaching a foreign language through literal translation creates a gap
in the performative dimension of language and reinforces a reductive view of it.
Moreover, learning idiomatic expressions not only leads to the enrichment of lexical skills,
but also to the general oratory ability. When speaking exercises get learners to use idioms, they
have to tend towards meaning-making and pragmatic acceptability. Though the process can have
short-term implications on fluency, because of intensified cognitive requirements, it contributes
to long-term oral progress and communicative proficiency (Tintiuc & Mihail-Veleșcu, 2026).
Vol. 13/ Núm. 1 2026 pág. 2791
Relationship between Idioms and Oral Skill Development
In terms of oral communication, idiomatic expressions and other formal sequences are
inextricably linked to fluency, sociolinguistic competence, and the natural nature of spoken
language. Studies on formal sequences demonstrate that teaching idioms and collocations can
significantly contribute to students' oral competence and communicative success (Yucedal &
Kara, 2023). Similarly, idiomatic expressions have also proven to be an important element of
communicative competence, enabling students to participate more effectively and appropriately
by promoting natural speech (Tintiuc & Mihail-Veleșcu, 2026).
This practice can unconsciously restrict students' communicative development. Without
instruction in idiomatic language, students may end up producing grammatically correct sentences
and struggle to be spontaneous and natural in their conversations. Research emphasizes that, by
using idioms, they enrich expressiveness and cultural understanding, generating real
communication (Mehdi, 2024). By integrating idioms as a common use, it reduces the cognitive
load when creating spoken discourse, as they are stored as a natural resource of speech, which
promotes fluency and reduces hesitation (Yucedal & Kara, 2023). Students may have difficulty
trying to respond effectively in real contexts because they are not exposed to the use of high-
frequency idioms and their intercultural burdens.
The analysis indicates that the A2 level should not be considered an obstacle to acquiring
oral skills through the use of idioms, but rather a strategic phase for improving fluency and
confidence in oral production (Mehdi, 2024). While students at this level are characterized by a
lack of vocabulary and structural control, their desire to be more natural motivates them to
experiment with figurative language. This willingness to take risks contributes to the progressive
development of their oral expression. For example, expressions such as a piece of cake or out of
the blue can be used, and the students will be able to speak more naturally and with
communicative intent.
The lack of instruction in idioms in the early stages could be a limitation for the
methodology. Studies emphasize that idioms are part of natural conversation and should be
introduced systematically depending on the students' proficiency level (Tintiuc & Mihail-
Veleșcu, 2026). Furthermore, pedagogical research has also demonstrated the importance of
contextualized and culturally conscious instruction in facilitating substantial idiomatic language
acquisition (Mehdi, 2024). Therefore, failing to adequately assess students' oral competence and,
at the same time, depriving them of idiomatic resources could hinder their development to
intermediate and advanced proficiency levels. The judicious use of idioms in communicative
practice can help achieve a more effective shift in proficiency levels and contribute to the
development of oral skills.
Relationship between Idioms and Oral Skill Development
In terms of oral communication, idiomatic expressions and other formal sequences are
inextricably linked to fluency, sociolinguistic competence, and the natural nature of spoken
language. Studies on formal sequences demonstrate that teaching idioms and collocations can
significantly contribute to students' oral competence and communicative success (Yucedal &
Kara, 2023). Similarly, idiomatic expressions have also proven to be an important element of
communicative competence, enabling students to participate more effectively and appropriately
by promoting natural speech (Tintiuc & Mihail-Veleșcu, 2026).
This practice can unconsciously restrict students' communicative development. Without
instruction in idiomatic language, students may end up producing grammatically correct sentences
and struggle to be spontaneous and natural in their conversations. Research emphasizes that, by
using idioms, they enrich expressiveness and cultural understanding, generating real
communication (Mehdi, 2024). By integrating idioms as a common use, it reduces the cognitive
load when creating spoken discourse, as they are stored as a natural resource of speech, which
promotes fluency and reduces hesitation (Yucedal & Kara, 2023). Students may have difficulty
trying to respond effectively in real contexts because they are not exposed to the use of high-
frequency idioms and their intercultural burdens.
The analysis indicates that the A2 level should not be considered an obstacle to acquiring
oral skills through the use of idioms, but rather a strategic phase for improving fluency and
confidence in oral production (Mehdi, 2024). While students at this level are characterized by a
lack of vocabulary and structural control, their desire to be more natural motivates them to
experiment with figurative language. This willingness to take risks contributes to the progressive
development of their oral expression. For example, expressions such as a piece of cake or out of
the blue can be used, and the students will be able to speak more naturally and with
communicative intent.
The lack of instruction in idioms in the early stages could be a limitation for the
methodology. Studies emphasize that idioms are part of natural conversation and should be
introduced systematically depending on the students' proficiency level (Tintiuc & Mihail-
Veleșcu, 2026). Furthermore, pedagogical research has also demonstrated the importance of
contextualized and culturally conscious instruction in facilitating substantial idiomatic language
acquisition (Mehdi, 2024). Therefore, failing to adequately assess students' oral competence and,
at the same time, depriving them of idiomatic resources could hinder their development to
intermediate and advanced proficiency levels. The judicious use of idioms in communicative
practice can help achieve a more effective shift in proficiency levels and contribute to the
development of oral skills.
Vol. 13/ Núm. 1 2026 pág. 2792
METHODOLOGY
The research design used in this study was a mixed-methods research design based on
action research to investigate how idiomatic expressions affect the acquisition of oral English
skills among A2-level students A mixed method was chosen since it allows quantitative data to
be measured and in turn to express the experiences of the intervention through its counterpart,
that is, the qualitative method; resulting in an in-depth analysis of linguistic development (Forni
& De Grande, 2020). Action research is fundamental in this research process, since it allows the
research teacher to guide academic intervention in the classroom and, in turn be part of the
classroom systematic reflection.
Context and Participants
The research was conducted in a classroom of 15 fifth-semester A2 level students at a
public university. The students had an average age of 20-25, and the participants included 11
women and 4 men. The sampling method was selected because it allowed the researchers to
identify participants directly relevant to the research objectives (Forni & De Grande, 2020). The
participants were at an A2 level, which ensured the comparability of the results. The researcher's
role as a teacher allowed for close observation of the students' oral development and facilitated
reflective teaching practices, in accordance with the principles of action research.
Data Collection Instruments
Triangulation was implemented using different tools to ensure the validity of the findings,
including a pre-test and a post-test based on an oral video recording that included an assessment
of oral performance using an analytical rubric, a semi-structured questionnaire, and classroom
observation records. The use of diverse instruments indicates that the study of language
development should be supported by various tests and assessments, especially when examining
oral language and the use of specific vocabulary in a real-world setting, since combining both
types of tests can offer a more accurate view of student progress (Fray & McCandless, 2020).
Test
The pre-test and post-test consisted of one-minute oral video recordings in which students
responded to similar speech prompts. This design ensured consistency and reliability in measuring
the decline in oral performance over time. Fluency, vocabulary, and the integration of idiomatic
expressions could be accurately assessed via video, which is particularly important when studying
performance, as highlighted by his hypothesis on performance. The analytical rubric provided
objective and measurable criteria.
Classroom Observations
In this study, participant observation was used as the primary method for collecting
qualitative data. Idioms were directly implemented using the Communicative Language Teaching
model. As a facilitator, I provided instructions and monitored the students' spontaneous oral
METHODOLOGY
The research design used in this study was a mixed-methods research design based on
action research to investigate how idiomatic expressions affect the acquisition of oral English
skills among A2-level students A mixed method was chosen since it allows quantitative data to
be measured and in turn to express the experiences of the intervention through its counterpart,
that is, the qualitative method; resulting in an in-depth analysis of linguistic development (Forni
& De Grande, 2020). Action research is fundamental in this research process, since it allows the
research teacher to guide academic intervention in the classroom and, in turn be part of the
classroom systematic reflection.
Context and Participants
The research was conducted in a classroom of 15 fifth-semester A2 level students at a
public university. The students had an average age of 20-25, and the participants included 11
women and 4 men. The sampling method was selected because it allowed the researchers to
identify participants directly relevant to the research objectives (Forni & De Grande, 2020). The
participants were at an A2 level, which ensured the comparability of the results. The researcher's
role as a teacher allowed for close observation of the students' oral development and facilitated
reflective teaching practices, in accordance with the principles of action research.
Data Collection Instruments
Triangulation was implemented using different tools to ensure the validity of the findings,
including a pre-test and a post-test based on an oral video recording that included an assessment
of oral performance using an analytical rubric, a semi-structured questionnaire, and classroom
observation records. The use of diverse instruments indicates that the study of language
development should be supported by various tests and assessments, especially when examining
oral language and the use of specific vocabulary in a real-world setting, since combining both
types of tests can offer a more accurate view of student progress (Fray & McCandless, 2020).
Test
The pre-test and post-test consisted of one-minute oral video recordings in which students
responded to similar speech prompts. This design ensured consistency and reliability in measuring
the decline in oral performance over time. Fluency, vocabulary, and the integration of idiomatic
expressions could be accurately assessed via video, which is particularly important when studying
performance, as highlighted by his hypothesis on performance. The analytical rubric provided
objective and measurable criteria.
Classroom Observations
In this study, participant observation was used as the primary method for collecting
qualitative data. Idioms were directly implemented using the Communicative Language Teaching
model. As a facilitator, I provided instructions and monitored the students' spontaneous oral
Vol. 13/ Núm. 1 2026 pág. 2793
process and behavior as they interacted with peers using idiomatic expressions. Additionally, I
conducted naturalistic classroom observations of the participants during the intervention. This
method revealed an increase in intellectual workload and verbal panic during speech, especially
when students attempted to incorporate figurative language. One of the most frequent causes was
the interval between receptive comprehension and oral production, evidenced by a greater degree
of perplexity and a considerable number of pauses when implementing idioms in spoken
discourse. These observations reflect the complexity for A2 level students when introducing
idiomatic expressions to their speeches, losing fluency in the transition, and favoring a more
precise semantic approach. This idea agrees that oral skills are more aligned with literal meaning
than with linguistic automation (Swain, 1985).
Reflective field notes
Reflective field notes served as an auxiliary qualitative tool for recording important
incidents and contextual subtexts that could not be adequately illustrated through rubric-based
assessment. This longitudinal documentation allowed for a longitudinal perspective on students'
oral development, enabling the differentiation of errors stemming from a lack of phonetic
knowledge or execution, such as difficulties with articulatory approximation when attempting to
articulate idiomatic expressions. Furthermore, the notes reflected changes in affective states,
showing how tension and anxiety were accompanied by feelings of communicative satisfaction
and confidence. These results are consistent with Krashen's (1982) Affective Filter hypothesis,
which highlights that emotional variables affecting oral performance simultaneously contribute
to meaningful linguistic performance.
Semi-structured questionnaire
A semi-structured questionnaire was used as a triangulation instrument to compare
students' perceptions of the learning process through metacognition and observable oral
performance. The questionnaire was organized with 7 Likert scale questions and three open
questions in order to explore confidence, motivation, perception of fluency, and emotional loads
when implementing idiomatic expressions.
Data Collection Analysis
Data analysis was conducted using a mixed-methods approach, where quantitative and
qualitative data were analyzed individually and then combined. This procedure allowed for
triangulation and improved the validity of the results (Forni & De Grande, 2020). Data integration
enabled a better understanding of the role of idiomatic expressions in oral performance and
students' perceptions.
Quantitative Data
The quantitative aspect of the present study was to quantify the improvement in the oral
performance of students following the instructional intervention. The study chose a sample of 15
A2 level students, out of which they could be used in the pre-test and post-test using a purposive
process and behavior as they interacted with peers using idiomatic expressions. Additionally, I
conducted naturalistic classroom observations of the participants during the intervention. This
method revealed an increase in intellectual workload and verbal panic during speech, especially
when students attempted to incorporate figurative language. One of the most frequent causes was
the interval between receptive comprehension and oral production, evidenced by a greater degree
of perplexity and a considerable number of pauses when implementing idioms in spoken
discourse. These observations reflect the complexity for A2 level students when introducing
idiomatic expressions to their speeches, losing fluency in the transition, and favoring a more
precise semantic approach. This idea agrees that oral skills are more aligned with literal meaning
than with linguistic automation (Swain, 1985).
Reflective field notes
Reflective field notes served as an auxiliary qualitative tool for recording important
incidents and contextual subtexts that could not be adequately illustrated through rubric-based
assessment. This longitudinal documentation allowed for a longitudinal perspective on students'
oral development, enabling the differentiation of errors stemming from a lack of phonetic
knowledge or execution, such as difficulties with articulatory approximation when attempting to
articulate idiomatic expressions. Furthermore, the notes reflected changes in affective states,
showing how tension and anxiety were accompanied by feelings of communicative satisfaction
and confidence. These results are consistent with Krashen's (1982) Affective Filter hypothesis,
which highlights that emotional variables affecting oral performance simultaneously contribute
to meaningful linguistic performance.
Semi-structured questionnaire
A semi-structured questionnaire was used as a triangulation instrument to compare
students' perceptions of the learning process through metacognition and observable oral
performance. The questionnaire was organized with 7 Likert scale questions and three open
questions in order to explore confidence, motivation, perception of fluency, and emotional loads
when implementing idiomatic expressions.
Data Collection Analysis
Data analysis was conducted using a mixed-methods approach, where quantitative and
qualitative data were analyzed individually and then combined. This procedure allowed for
triangulation and improved the validity of the results (Forni & De Grande, 2020). Data integration
enabled a better understanding of the role of idiomatic expressions in oral performance and
students' perceptions.
Quantitative Data
The quantitative aspect of the present study was to quantify the improvement in the oral
performance of students following the instructional intervention. The study chose a sample of 15
A2 level students, out of which they could be used in the pre-test and post-test using a purposive
Vol. 13/ Núm. 1 2026 pág. 2794
sampling method. One-minute oral video recordings were used to collect data by tape recordings
given before and after the intervention. The analyses of these recordings were conducted with the
help of an analytic rubric that targeted content, grammar, vocabulary range, use of idiomatic
expressions, fluency, and pronunciation. Also, semi-structured questionnaires with Likert-scale
questions were given to obtain numerical data regarding the perceptions of students concerning
their oral development. The descriptive analysis of the quantitative data was conducted to find
the patterns of improvement and to estimate the effect of the idiomatic expression teaching.
Qualitative Data
The qualitative component was framed within an action research approach, in which the
teacher assumed the roles of both instructor and researcher. Purposive sampling was used,
observing the same group of students throughout the instructional process to study their
experiences, attitudes, and emotional reactions to the use of idiomatic expressions in oral
activities. Data were collected through classroom observations, reflective field notes, and open-
ended questions from a semi-structured questionnaire. The qualitative data will allow for a deeper
understanding of students' interactions with idioms, the challenges they face, and the methods
they develop in practice.
Ethical Considerations
This research adhered to ethical standards to protect and respect participants. All students
were informed of the need to provide informed consent before participating in the study, with
particular emphasis on the fact that participation was not mandatory and that they could withdraw
at any time without consequence. Anonymity and confidentiality were guaranteed, as the data
collected were not used for any other purpose but were presented in aggregate form to prevent the
identification of individuals.
The Action Research Plan
During the planning stage, communicative activities were programmed using everyday
idiomatic expressions with a transparent semantic level, coordinated with clearer and culturally
accessible language. This strategy emphasizes the findings of Hajiyeva (2024), who states that
semantic transparency is key to achieving linguistic comprehension. The activities included role-
playing, simulated dialogues, oral storytelling, and dramatizations, providing students with the
space and guidelines to incorporate idioms in relevant contexts. During the intervention,
contextualized activities were carried out to promote the use of idioms, thus facilitating the
understanding of their meanings and, in turn the communicative praxis.
The observation phase aims to evaluate oral expressions in a controlled way through oral
recordings, field notes, and quantitative rubrics to analyze aspects such as vocabulary,
pronunciation, fluency, and, in turn, spontaneity when integrating idioms into spoken discourse.
Attitudes, participation, and group responses to the presentation of these expressions were also
sampling method. One-minute oral video recordings were used to collect data by tape recordings
given before and after the intervention. The analyses of these recordings were conducted with the
help of an analytic rubric that targeted content, grammar, vocabulary range, use of idiomatic
expressions, fluency, and pronunciation. Also, semi-structured questionnaires with Likert-scale
questions were given to obtain numerical data regarding the perceptions of students concerning
their oral development. The descriptive analysis of the quantitative data was conducted to find
the patterns of improvement and to estimate the effect of the idiomatic expression teaching.
Qualitative Data
The qualitative component was framed within an action research approach, in which the
teacher assumed the roles of both instructor and researcher. Purposive sampling was used,
observing the same group of students throughout the instructional process to study their
experiences, attitudes, and emotional reactions to the use of idiomatic expressions in oral
activities. Data were collected through classroom observations, reflective field notes, and open-
ended questions from a semi-structured questionnaire. The qualitative data will allow for a deeper
understanding of students' interactions with idioms, the challenges they face, and the methods
they develop in practice.
Ethical Considerations
This research adhered to ethical standards to protect and respect participants. All students
were informed of the need to provide informed consent before participating in the study, with
particular emphasis on the fact that participation was not mandatory and that they could withdraw
at any time without consequence. Anonymity and confidentiality were guaranteed, as the data
collected were not used for any other purpose but were presented in aggregate form to prevent the
identification of individuals.
The Action Research Plan
During the planning stage, communicative activities were programmed using everyday
idiomatic expressions with a transparent semantic level, coordinated with clearer and culturally
accessible language. This strategy emphasizes the findings of Hajiyeva (2024), who states that
semantic transparency is key to achieving linguistic comprehension. The activities included role-
playing, simulated dialogues, oral storytelling, and dramatizations, providing students with the
space and guidelines to incorporate idioms in relevant contexts. During the intervention,
contextualized activities were carried out to promote the use of idioms, thus facilitating the
understanding of their meanings and, in turn the communicative praxis.
The observation phase aims to evaluate oral expressions in a controlled way through oral
recordings, field notes, and quantitative rubrics to analyze aspects such as vocabulary,
pronunciation, fluency, and, in turn, spontaneity when integrating idioms into spoken discourse.
Attitudes, participation, and group responses to the presentation of these expressions were also
Vol. 13/ Núm. 1 2026 pág. 2795
recorded, according to the criteria developed by Al-Khawaldeh et al. (2016), who consider
affective factors fundamental to the acquisition of idioms.
Throughout the process, the interactive use of idiomatic expressions was encouraged, and
feedback was provided, adjusting strategies according to the needs and the semantic and
pragmatic level of the idioms. A detailed timeline is presented in Table 1.
Table 1
Detailed timeline
Day Experimental
1 Pre-test
2 Introduction of the Idiomatic Expressions
3 Idiomatic expressions useful in everyday life + Recordings
4 Idiomatic expressions by Emotions + Recordings
5 Key concepts (Literal meaning, figurative meaning, cultural meaning, pragmatics and
semantics)
6 Idiomatic expressions by colors + Role play
7 Idiomatic expressions by weather + Role play
8 Idiomatic expressions of friendships and relationships + Recordings
9 Idiomatic expressions by personality + Role play
10 Post-test
11 Semi-structured questionnaire
RESULTS
The findings indicate no statistically significant improvement in oral skills after the
implementation of the Idiomatic Expressions. A paired sample t-test was conducted to compare
the participants' pre-test and post-test scores.
There was not a significant difference in the scores for the pre-test (M = 11, SD = 1.30)
and post-test (M = 12, SD = 2.50) conditions (p > 0.001), which does not reject the null hypothesis.
Table 1 presents the descriptive statistics and significance values.
Table 2
Paired Sample T-test
(N = 15)
Test Min Max Mean Std.Dev. Sig. (P).
Pre 8 13 11 1.30 0.13
Post 6 15 12 2.50
Note: N=sample M= mean Sd= standard deviation Min= Minimum Max= Maximum Sig (P): Significance
recorded, according to the criteria developed by Al-Khawaldeh et al. (2016), who consider
affective factors fundamental to the acquisition of idioms.
Throughout the process, the interactive use of idiomatic expressions was encouraged, and
feedback was provided, adjusting strategies according to the needs and the semantic and
pragmatic level of the idioms. A detailed timeline is presented in Table 1.
Table 1
Detailed timeline
Day Experimental
1 Pre-test
2 Introduction of the Idiomatic Expressions
3 Idiomatic expressions useful in everyday life + Recordings
4 Idiomatic expressions by Emotions + Recordings
5 Key concepts (Literal meaning, figurative meaning, cultural meaning, pragmatics and
semantics)
6 Idiomatic expressions by colors + Role play
7 Idiomatic expressions by weather + Role play
8 Idiomatic expressions of friendships and relationships + Recordings
9 Idiomatic expressions by personality + Role play
10 Post-test
11 Semi-structured questionnaire
RESULTS
The findings indicate no statistically significant improvement in oral skills after the
implementation of the Idiomatic Expressions. A paired sample t-test was conducted to compare
the participants' pre-test and post-test scores.
There was not a significant difference in the scores for the pre-test (M = 11, SD = 1.30)
and post-test (M = 12, SD = 2.50) conditions (p > 0.001), which does not reject the null hypothesis.
Table 1 presents the descriptive statistics and significance values.
Table 2
Paired Sample T-test
(N = 15)
Test Min Max Mean Std.Dev. Sig. (P).
Pre 8 13 11 1.30 0.13
Post 6 15 12 2.50
Note: N=sample M= mean Sd= standard deviation Min= Minimum Max= Maximum Sig (P): Significance
Vol. 13/ Núm. 1 2026 pág. 2796
The quantitative results show no statistically significant changes. The findings described
indicated a relative trend in students' oral performance after the introduction of idiomatic
expressions into instruction. The reduction in the average score tells us that the students presented
shortcomings when incorporating idiomatic expressions into oral discourse.
However, the standard deviation was higher in the post-test, which reflects that several
students were able to integrate idiomatic expressions into their linguistic repertoire and benefited
after the intervention; however, many students needed much more time for practice and, in turn,
understanding them to store and incorporate this new linguistic tool into their spoken discourses.
This phenomenon occurs due to the cultural, semantic, and pragmatic complexity of idiomatic
expressions; also, due to the brevity of the intervention and the cognitive overload for A2-level
students.
Quantitatively, the Likert scale items show a moderate, though significant, effect of
idiomatic expressions on students' oral English development, particularly in the areas of perceived
naturalness and emotional expressiveness, as well as in overall speech development
Quantitatively, the items on the Likert scale show a moderate, but significant, effect of idiomatic
expressions on students' oral English development, especially in the areas of perceived
naturalness and emotional expressiveness, as well as on general speech development. A recurrent
pattern of items results in a high percentage of neutral responses (between 40% and 53%). This
shows that students present a cognitive overload in the transition when they want to add idiomatic
expressions to their spoken speech; however, when implementing idioms, they present a slight
lexical improvement in their spoken speech. In addition, (70%) of the students agreed or strongly
agreed that idiomatic phrases allow them to express themselves more naturally.
However, (53%) of the students say that they do not show an improvement in fluency.
Finally, 53.3% of participants confirmed that the activities positively affected their oral skills
(Item 7). Although improvements in fluency were not immediately apparent, students still
considered idioms an important tool in their oral development. These findings could be related to
the fact that studies show idioms are effective in promoting the pragmatic and expressive levels
of spoken language before they become automatic, which constitutes a significant challenge in
the process.
The qualitative report, which is based on open and closed questions, allows the
perspective of the impact of idiomatic expressions on the oral skills of the students, using the
same theme, that is, analyzing from a semantic, pragmatic, and affective perspective. When
analyzing item 8, which is framed in the difficulties and challenges present when using idiomatic
expressions. The students marked semantic opacity, pragmatic use, and cultural load as turning
points, demonstrating that integrating idioms demands cognitive overload in A2 level students.
This confirms that idiomatic language helps students to move beyond literal meaning and to
consider contextual and cultural information.
The quantitative results show no statistically significant changes. The findings described
indicated a relative trend in students' oral performance after the introduction of idiomatic
expressions into instruction. The reduction in the average score tells us that the students presented
shortcomings when incorporating idiomatic expressions into oral discourse.
However, the standard deviation was higher in the post-test, which reflects that several
students were able to integrate idiomatic expressions into their linguistic repertoire and benefited
after the intervention; however, many students needed much more time for practice and, in turn,
understanding them to store and incorporate this new linguistic tool into their spoken discourses.
This phenomenon occurs due to the cultural, semantic, and pragmatic complexity of idiomatic
expressions; also, due to the brevity of the intervention and the cognitive overload for A2-level
students.
Quantitatively, the Likert scale items show a moderate, though significant, effect of
idiomatic expressions on students' oral English development, particularly in the areas of perceived
naturalness and emotional expressiveness, as well as in overall speech development
Quantitatively, the items on the Likert scale show a moderate, but significant, effect of idiomatic
expressions on students' oral English development, especially in the areas of perceived
naturalness and emotional expressiveness, as well as on general speech development. A recurrent
pattern of items results in a high percentage of neutral responses (between 40% and 53%). This
shows that students present a cognitive overload in the transition when they want to add idiomatic
expressions to their spoken speech; however, when implementing idioms, they present a slight
lexical improvement in their spoken speech. In addition, (70%) of the students agreed or strongly
agreed that idiomatic phrases allow them to express themselves more naturally.
However, (53%) of the students say that they do not show an improvement in fluency.
Finally, 53.3% of participants confirmed that the activities positively affected their oral skills
(Item 7). Although improvements in fluency were not immediately apparent, students still
considered idioms an important tool in their oral development. These findings could be related to
the fact that studies show idioms are effective in promoting the pragmatic and expressive levels
of spoken language before they become automatic, which constitutes a significant challenge in
the process.
The qualitative report, which is based on open and closed questions, allows the
perspective of the impact of idiomatic expressions on the oral skills of the students, using the
same theme, that is, analyzing from a semantic, pragmatic, and affective perspective. When
analyzing item 8, which is framed in the difficulties and challenges present when using idiomatic
expressions. The students marked semantic opacity, pragmatic use, and cultural load as turning
points, demonstrating that integrating idioms demands cognitive overload in A2 level students.
This confirms that idiomatic language helps students to move beyond literal meaning and to
consider contextual and cultural information.
Vol. 13/ Núm. 1 2026 pág. 2797
In item 9, which is related to emotional reactions, feelings, and experience. of the students
at the time of expressing the idiomatic phrases, their answers revealed an affective component,
relative to feelings of anxiety, nervousness, frustration and fear, but in most cases, these are
accompanied by positive feelings (happiness, confidence and satisfaction) when achieving
successful communication. While idiomatic expressions are known to temporarily remove the
affective filter, they also offer a sense of accomplishment and communicative reality. In addition,
item 10 addresses the impediments to vocalizing and constructing the pragmatic dialect that form
oral expression, such as a lack of vocabulary related to idiomatic phrases, excessive
memorization, pronunciation difficulties, lack of contextual practice, and pressure to act when
speaking.
Through classroom observation, it was evident how students found it difficult to use
idiomatic expressions, because for most students, they were new expressions. During the process
of implementing, pronouncing, remembering, and processing idiomatic expressions, most A2-
level students temporarily lost fluency, which was affected by the number of pauses, hesitations,
paraphrasing, and nervousness. This difficulty was largely because idioms are not literal phrases
and require greater dedication, concentration, and mental clarity when pronouncing to regain
fluency and use them. However, despite the constant alterations in fluency, a significant
improvement was observed in the students' lexicon, allowing them to speak more naturally and
expressively in students who managed to incorporate idioms effectively into their spoken
speeches. These results show that the use of idiomatic expressions contributes significantly to oral
ability, improving lexical factors, and, in turn with practice, a clear transition of idioms can be
achieved, which is a key factor to achieve fluency.
Reflective field notes also captured the affective and experiential aspects of students'
interaction with idiomatic expressions in role-playing and communicative practices. Some
students also showed signs of insecurity and anxiety, especially when they were unsure of the
correct meaning or pronunciation of an idiom; however, emotional difficulties were always
accompanied by an evident satisfaction and a sense of accomplishment when students were able
to implement idiomatic expressions correctly.
Another suggestion from the notes was that students began to show greater interest in
using idioms to convey feelings and thoughts more naturally, which could indicate that they began
to understand the value of this means of communication. However, the repetitive challenges were
attributed to the lack of experience with idiomatic language in previous learning processes, since
it is never acquired systematically in the teaching-learning processes of the English language. In
turn, the findings indicate that there is a structural error in current language teaching practices,
since the absence of contextualized integration of idiomatic expressions limits the possibility for
students to acquire fluency in oral skills.
In item 9, which is related to emotional reactions, feelings, and experience. of the students
at the time of expressing the idiomatic phrases, their answers revealed an affective component,
relative to feelings of anxiety, nervousness, frustration and fear, but in most cases, these are
accompanied by positive feelings (happiness, confidence and satisfaction) when achieving
successful communication. While idiomatic expressions are known to temporarily remove the
affective filter, they also offer a sense of accomplishment and communicative reality. In addition,
item 10 addresses the impediments to vocalizing and constructing the pragmatic dialect that form
oral expression, such as a lack of vocabulary related to idiomatic phrases, excessive
memorization, pronunciation difficulties, lack of contextual practice, and pressure to act when
speaking.
Through classroom observation, it was evident how students found it difficult to use
idiomatic expressions, because for most students, they were new expressions. During the process
of implementing, pronouncing, remembering, and processing idiomatic expressions, most A2-
level students temporarily lost fluency, which was affected by the number of pauses, hesitations,
paraphrasing, and nervousness. This difficulty was largely because idioms are not literal phrases
and require greater dedication, concentration, and mental clarity when pronouncing to regain
fluency and use them. However, despite the constant alterations in fluency, a significant
improvement was observed in the students' lexicon, allowing them to speak more naturally and
expressively in students who managed to incorporate idioms effectively into their spoken
speeches. These results show that the use of idiomatic expressions contributes significantly to oral
ability, improving lexical factors, and, in turn with practice, a clear transition of idioms can be
achieved, which is a key factor to achieve fluency.
Reflective field notes also captured the affective and experiential aspects of students'
interaction with idiomatic expressions in role-playing and communicative practices. Some
students also showed signs of insecurity and anxiety, especially when they were unsure of the
correct meaning or pronunciation of an idiom; however, emotional difficulties were always
accompanied by an evident satisfaction and a sense of accomplishment when students were able
to implement idiomatic expressions correctly.
Another suggestion from the notes was that students began to show greater interest in
using idioms to convey feelings and thoughts more naturally, which could indicate that they began
to understand the value of this means of communication. However, the repetitive challenges were
attributed to the lack of experience with idiomatic language in previous learning processes, since
it is never acquired systematically in the teaching-learning processes of the English language. In
turn, the findings indicate that there is a structural error in current language teaching practices,
since the absence of contextualized integration of idiomatic expressions limits the possibility for
students to acquire fluency in oral skills.
Vol. 13/ Núm. 1 2026 pág. 2798
DISCUSSION
The results of the research show that instructional intervention based on idiomatic
expressions failed to lead to a statistically significant change in oral fluency, which could be
identified based on the t-test outcomes. This finding is consistent with the past studies that have
indicated that the introduction of figurative language at lower levels of proficiency can
temporarily interfere with the speech flow because of the heightened cognitive requirements. In
the process of oral production, A2-level learners tend to devote a lot of cognitive resources to
retrieving idiomatic expressions, which may lead to more pauses, hesitations, and slow speech
(Hajiyeva, 2024).
The cognitive overload, as opposed to the inefficacy of instruction, can be viewed as the
cause of the absence of improvement in fluency. Idiomatic expressions are not subjected to literal
semantic patterns, and the learner has to process language as a whole. According to (Mehdi,
2024), when learners are not used to using idioms in their daily activities, the burden to memorize
and use the terminologies in conversation interferes with other aspects of oral production, e.g.,
with pronunciation and syntactic structure. Therefore, students can compromise fluency for
semantic accuracy, especially in the initial phases of idiom acquisition.
Although there are no quantifiable improvements in fluency, the qualitative results of
classroom observations and role-play activities indicate that the students were able to show
progress in lexical richness and expressive capacity. When learners tried to use idiomatic
expressions to express feelings and intentions, they did it even though this introduces anxiety or
insecurity. This trend confirms the argument that acquisition of oral skills is not linear and that
temporary fluency decline can happen when learners are trying more structured language forms
(Yucedal & Kara, 2023).
The other reason that contributes to the less effect on fluency is the low use of idiomatic
expressions in normal EFL teaching. According to the literature, the idioms themselves are not
usually covered on the basic level, which limits learners in terms of knowledge and fluent use of
figurative language. According to (Hajiyeva, 2024), learners cannot absorb idioms in their arsenal
of spoken language unless it is done through exposure and repetition. Therefore, in cases where
the introduction of the idioms is undertaken as part of short-term interventions, the learners might
develop interest and motivation but fail to develop automatic processing of the automatic use.
Emotional influences were also key to the development of oral expression in students.
They also exhibited anxiety when using new expressions, which aligns with Krashen's (1982)
Affective Filter Hypothesis. However, these negative emotions were accompanied by intense
feelings of accomplishment and motivation, enabling students to communicate successfully using
idiomatic expressions. This duality suggests that emotional challenge is an integral part of
DISCUSSION
The results of the research show that instructional intervention based on idiomatic
expressions failed to lead to a statistically significant change in oral fluency, which could be
identified based on the t-test outcomes. This finding is consistent with the past studies that have
indicated that the introduction of figurative language at lower levels of proficiency can
temporarily interfere with the speech flow because of the heightened cognitive requirements. In
the process of oral production, A2-level learners tend to devote a lot of cognitive resources to
retrieving idiomatic expressions, which may lead to more pauses, hesitations, and slow speech
(Hajiyeva, 2024).
The cognitive overload, as opposed to the inefficacy of instruction, can be viewed as the
cause of the absence of improvement in fluency. Idiomatic expressions are not subjected to literal
semantic patterns, and the learner has to process language as a whole. According to (Mehdi,
2024), when learners are not used to using idioms in their daily activities, the burden to memorize
and use the terminologies in conversation interferes with other aspects of oral production, e.g.,
with pronunciation and syntactic structure. Therefore, students can compromise fluency for
semantic accuracy, especially in the initial phases of idiom acquisition.
Although there are no quantifiable improvements in fluency, the qualitative results of
classroom observations and role-play activities indicate that the students were able to show
progress in lexical richness and expressive capacity. When learners tried to use idiomatic
expressions to express feelings and intentions, they did it even though this introduces anxiety or
insecurity. This trend confirms the argument that acquisition of oral skills is not linear and that
temporary fluency decline can happen when learners are trying more structured language forms
(Yucedal & Kara, 2023).
The other reason that contributes to the less effect on fluency is the low use of idiomatic
expressions in normal EFL teaching. According to the literature, the idioms themselves are not
usually covered on the basic level, which limits learners in terms of knowledge and fluent use of
figurative language. According to (Hajiyeva, 2024), learners cannot absorb idioms in their arsenal
of spoken language unless it is done through exposure and repetition. Therefore, in cases where
the introduction of the idioms is undertaken as part of short-term interventions, the learners might
develop interest and motivation but fail to develop automatic processing of the automatic use.
Emotional influences were also key to the development of oral expression in students.
They also exhibited anxiety when using new expressions, which aligns with Krashen's (1982)
Affective Filter Hypothesis. However, these negative emotions were accompanied by intense
feelings of accomplishment and motivation, enabling students to communicate successfully using
idiomatic expressions. This duality suggests that emotional challenge is an integral part of
Vol. 13/ Núm. 1 2026 pág. 2799
developing oral skills, especially as students’ progress toward more authentic forms of spoken
language (Mehdi, 2024).
CONCLUSION
This article explored the effect of idiomatic expressions on the development of oral
English skills in A2-level students using an action research approach based on a mixed-methods
approach. The results of this study indicate that the students' intervention focused on learning to
use idiomatic expressions in context. These expressions, which become complex over time, did
not result in a statistically significant increase in the oral fluency of the A2-level students. The
quantitative findings indicate that adding idiomatic expressions to oral tasks added a cognitive
load that temporarily hindered speech. Because the students were attempting to memorize and use
idiomatic expressions with a figurative rather than a literal meaning, they experienced greater
hesitation and pauses, which limited their progress in fluency. This finding suggests that, at less
proficient levels of oral development, such development is not necessarily accompanied by an
immediate improvement in fluency, and that more complex language can initially interfere with
automatic speech production.
However, classroom observations and performance results in communicative activities
showed a qualitative change in the students' oral expression. Despite the decrease in fluency, the
students were more willing to experiment with new forms of language and were able to
communicate their ideas and emotions more accurately. Attempting to use idiomatic expressions
helped improve oral expression, despite feelings of insecurity or anxiety.
Finally, the findings show the need to integrate idiomatic expressions on a regular basis
as part of learning. The difficulty that arises when integrating idioms is directly linked to the lack
of use of them, resulting in a loss of fluency: this phenomenon not only appears due to the
complexity of idiomatic expressions, but also due to the lack of integration in the teaching-
learning process in educational environments. When idiomatic expressions are introduced in brief
sessions, students do not have enough time to make them a habit or practice using them
automatically. Therefore, instead of viewing the lack of direct improvement in fluency as an
obstacle, this research highlights the importance of reframing oral development as a process that
requires time and where transient problems are polished day by day until overcome through a
more natural, assertive, and articulate verbal expression.
developing oral skills, especially as students’ progress toward more authentic forms of spoken
language (Mehdi, 2024).
CONCLUSION
This article explored the effect of idiomatic expressions on the development of oral
English skills in A2-level students using an action research approach based on a mixed-methods
approach. The results of this study indicate that the students' intervention focused on learning to
use idiomatic expressions in context. These expressions, which become complex over time, did
not result in a statistically significant increase in the oral fluency of the A2-level students. The
quantitative findings indicate that adding idiomatic expressions to oral tasks added a cognitive
load that temporarily hindered speech. Because the students were attempting to memorize and use
idiomatic expressions with a figurative rather than a literal meaning, they experienced greater
hesitation and pauses, which limited their progress in fluency. This finding suggests that, at less
proficient levels of oral development, such development is not necessarily accompanied by an
immediate improvement in fluency, and that more complex language can initially interfere with
automatic speech production.
However, classroom observations and performance results in communicative activities
showed a qualitative change in the students' oral expression. Despite the decrease in fluency, the
students were more willing to experiment with new forms of language and were able to
communicate their ideas and emotions more accurately. Attempting to use idiomatic expressions
helped improve oral expression, despite feelings of insecurity or anxiety.
Finally, the findings show the need to integrate idiomatic expressions on a regular basis
as part of learning. The difficulty that arises when integrating idioms is directly linked to the lack
of use of them, resulting in a loss of fluency: this phenomenon not only appears due to the
complexity of idiomatic expressions, but also due to the lack of integration in the teaching-
learning process in educational environments. When idiomatic expressions are introduced in brief
sessions, students do not have enough time to make them a habit or practice using them
automatically. Therefore, instead of viewing the lack of direct improvement in fluency as an
obstacle, this research highlights the importance of reframing oral development as a process that
requires time and where transient problems are polished day by day until overcome through a
more natural, assertive, and articulate verbal expression.
Vol. 13/ Núm. 1 2026 pág. 2800
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AbdAlgane, N. M., & Elmahdi, N. O. E. H. (2025). Common mistakes EFL learners make when
using idiomatic expressions: A case study of Saudi Tertiary level EFL learners. British
Journal of Applied Linguistics, 5(1), 01–16. https://doi.org/10.32996/bjal.2025.1.1.1
Al-Khawaldeh, N., Jaradat, A., Al-Momani, H., & Bani-Khair, B. (2016). Figurative Idiomatic
Language: Strategies and Difficulties of Understanding English Idioms. International
Journal of Applied Linguistics & English Literature, 5(6).
https://doi.org/10.7575/aiac.ijalel.v.5n.6p.119
Amos, N. T., & Abas, I. H. (2021). An investigation on the comprehension of English idioms
among MOI primary school children in Nairobi. Advances in Language and Literary
Studies, 12(4), 1. https://doi.org/10.7575/aiac.alls.v.12n.4.p.1
Augusto, N. V. C. (2023, 25 julio). Idiomatic Expressions and Phrases Meaning on the
development of Oral Communication. http://dspace.unach.edu.ec/handle/51000/11334
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education.
https://doi.org/10.4324/9781315456539
Cucchiarini, C., Hubers, F., & Strik, H. (2020). Learning L2 idioms in a CALL environment: the
role of practice intensity, modality, and idiom properties. Computer Assisted Language
Learning, 35(4), 863–891. https://doi.org/10.1080/09588221.2020.1752734
De Caro, E. E. R. (2009). The advantages and importance of learning and using idioms in English.
Cuadernos de Lingüística Hispánica, (14), 121-136.
Forni, P., & De Grande, P. (2020). Triangulación y métodos mixtos en las ciencias sociales
contemporáneas. Revista Mexicana de Sociología, 82(1), 159-189.
https://doi.org/10.22201/iis.01882503p.2020.1.58064
Fray, J. I. B., & McCandless, M. J. (2020). The effects of using American idioms in the
development of the speaking skill in L2 students. Horizontes Revista de Investigación En
Ciencias de la Educación, 4(16), 432-438.
https://doi.org/10.33996/revistahorizontes.v4i16.126
Glucksberg, S. (2001). Understanding figurative language.
https://doi.org/10.1093/acprof:oso/9780195111095.001.0001
Hajiyeva, B. (2024). Challenges in Understanding Idiomatic Expressions. Acta Globalis
Humanitatis Et Linguarum, 1(2), 67-73. https://doi.org/10.69760/aghel.01024066
Hrdličková, Z. (2023). EXPLORING THE DEVELOPMENT OF STUDENTS’ KNOWLEDGE
OF CONVENTIONALISED SIMILES IN ENGLISH LEXICOLOGY AND
PHRASEOLOGY: a COMPARATIVE STUDY. Advanced Education, 10(22), 72–88.
https://doi.org/10.20535/2410-8286.283758
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Kemmis, S., McTaggart, R., & Nixon, R. (2013). The Action Research Planner.
https://doi.org/10.1007/978-981-4560-67-2
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la, Labear & Roberto Flórez, Eliana & De, Roberto. (2009). The Advantages and Importance of
Learning and Using Idioms in English. Cuadernos de Lingüística Hispánica.
Liontas, J. I. (2015). Developing Idiomatic Competence in the ESOL Classroom: A pragmatic
account. TESOL Journal, 6(4), 621–658. https://doi.org/10.1002/tesj.230
Mehdi, S. (2024). Techniques Used in Teaching Idioms. Acta Globalis Humanitatis Et
Linguarum, 1(2), 34-42. https://doi.org/10.69760/aghel.01024063
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International Journal of English and Literature, 7(7), 106–111.
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Rizq, W. M. (2015). Teaching English Idioms to L2 Learners: ESL Teachers’ Perspective. The
Repository At St. Cloud State. https://repository.stcloudstate.edu/engl_etds/19
Sampieri, R. H., Collado, C. F., Lucio, P. B., Valencia, S. M., & Torres, C. P. M. (2014).
Metodología de la investing ación.
Schmitt, N., & Schmitt, D. (2020). Vocabulary in Language Teaching. Cambridge University
Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. En S. Gass & C. Madden (Eds.), Input in second
language acquisition (pp. 235–253). Newbury House.
Tintiuc, C., & Mihail-Veleșcu, L. (2026). TEACHING IDIOMATIC EXPRESSIONS TO
LEARNERS OF ENGLISH AS a FOREIGN LANGUAGE. Journal Of Social Sciences,
8(4), 152-162. https://doi.org/10.52326/jss.utm.2025.8(4).09
Todea, L. (2022). Multicultural aspects of idiomatic expressions and chrematonyms. Proceedings
of the . . . International Conference on Onomastics “Name and Naming,” 901–910.
https://doi.org/10.30816/iconn5/2019/70
Kemmis, S., McTaggart, R., & Nixon, R. (2013). The Action Research Planner.
https://doi.org/10.1007/978-981-4560-67-2
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
http://www.sdkrashen.com/content/books/principles_and_practice.pdf
la, Labear & Roberto Flórez, Eliana & De, Roberto. (2009). The Advantages and Importance of
Learning and Using Idioms in English. Cuadernos de Lingüística Hispánica.
Liontas, J. I. (2015). Developing Idiomatic Competence in the ESOL Classroom: A pragmatic
account. TESOL Journal, 6(4), 621–658. https://doi.org/10.1002/tesj.230
Mehdi, S. (2024). Techniques Used in Teaching Idioms. Acta Globalis Humanitatis Et
Linguarum, 1(2), 34-42. https://doi.org/10.69760/aghel.01024063
Nguyen, P., Phan, N. H., Le, T. V., Tran, L. H. T., & Pham, T. T. T. (2022). LEARNING IDIOMS
FOR ENGLISH MAJORS: VIETNAMESE STUDENTS’ PERCEPTIONS OF
DIFFICULTIES AND LEARNING STRATEGIES. European Journal Of Education
Studies, 9(11). https://doi.org/10.46827/ejes.v9i11.4531
Rakhmyta, Y. A., & Rusmiati, N. (2020). EFL LEARNERS’ PRODUCTION OF IDIOMATIC
EXPRESSIONS IN SPEAKING. Jurnal As-Salam, 4(2), 379–390.
https://doi.org/10.37249/as-salam.v4i2.186
Rana, A. T. (2016). The Necessity of idiomatic expressions to English Language learners.
International Journal of English and Literature, 7(7), 106–111.
https://doi.org/10.5897/ijel2016.0895
Ri, N., Sun, B., Davidson, S., & Yu, Z. (2023). IDEALS: Idiomatic Expressions for Advancement
of Language Skills. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2305.13637
Rizq, W. M. (2015). Teaching English Idioms to L2 Learners: ESL Teachers’ Perspective. The
Repository At St. Cloud State. https://repository.stcloudstate.edu/engl_etds/19
Sampieri, R. H., Collado, C. F., Lucio, P. B., Valencia, S. M., & Torres, C. P. M. (2014).
Metodología de la investing ación.
Schmitt, N., & Schmitt, D. (2020). Vocabulary in Language Teaching. Cambridge University
Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. En S. Gass & C. Madden (Eds.), Input in second
language acquisition (pp. 235–253). Newbury House.
Tintiuc, C., & Mihail-Veleșcu, L. (2026). TEACHING IDIOMATIC EXPRESSIONS TO
LEARNERS OF ENGLISH AS a FOREIGN LANGUAGE. Journal Of Social Sciences,
8(4), 152-162. https://doi.org/10.52326/jss.utm.2025.8(4).09
Todea, L. (2022). Multicultural aspects of idiomatic expressions and chrematonyms. Proceedings
of the . . . International Conference on Onomastics “Name and Naming,” 901–910.
https://doi.org/10.30816/iconn5/2019/70
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Linguistics In The Netherlands, 39, 55-71. https://doi.org/10.1075/avt.00061.dij
Yucedal, H. M., & Kara, S. (2023). The Influence of Formulaic Sequences on Students’ Oral
Proficiency via Collocations and Idioms. Problems of Education in the 21st Century, 81(6),
825–839. https://doi.org/10.33225/pec/23.81.825
Van Dijk, D., Vogels, J., & De Vries, M. (2022). Interpreting idioms in a second language.
Linguistics In The Netherlands, 39, 55-71. https://doi.org/10.1075/avt.00061.dij
Yucedal, H. M., & Kara, S. (2023). The Influence of Formulaic Sequences on Students’ Oral
Proficiency via Collocations and Idioms. Problems of Education in the 21st Century, 81(6),
825–839. https://doi.org/10.33225/pec/23.81.825