Increasing Processing Fluency in Classroom Instruction (Abstract)
In the classroom environment, there are many barriers to students’ effective language learning. One significant cause can be student perception of the classroom instructional system. If classroom instructions, materials, and activities do not allow students to successfully process the information, then negative reactions can occur. This fluency is a measure of the ease with which the mind processes information, and research has shown that a positive perception of that information is an indicator of higher processing fluency. Further research has revealed that information is presented can have a significant impact on its perception. Information presented with clarity, simplicity, and repetition can create a higher positive perception. This paper examines the significance of the research and how teachers can design a better classroom instructional system to increase processing fluency and create a more positive student perception of the learning process.