ABSTRACT
It is argued that engaging in language interactions facilitates second language development (Li, 2012; Luan & Sappathy, 2011; Mackey, Abbuhl & Gass, 2012; Yi & Sun, 2013). This is because, during interaction, learners receive feedback on the form and meaning of their messages, whether their messages are clear or otherwise. If their messages are not clear, learners would be informed in various ways by the other speakers. For example, the other speakers may ask questions, seek clarification, and request for explanation. Hence, the learners need to make adjustments to their messages so that the messages become clear, comprehensible and can be understood by the other speakers. This leads them to modify their speech in order to enhance the comprehensibility of their messages. In other words, they are pushed in their production of language. In doing so, simultaneously, they may also push the other speakers/learners to do the same, that is, modifying their speech. The whole sequence of producing output is vital for fluency development (Philp & Iwashita, 2013).
