This article reports on an experimental study that investigated the effects of different conditions of listener backchannels on the fluency of L2 speakers. The participants were 15 advanced Chinese learners of Korean who performed oral tasks in three different backchannel conditions: (1) verbal + nonverbal (V+NV), (2) nonverbal-only (NV), and (3) no backchannels (NB). The verbal backchannels included “[ŋ~] (Non lexical verbal form)”, “[ne]”, “[ɑ]”, “[ɨm]” while the nonverbal backchannels involved head nodding. Fluency was assessed via three temporal measures: Rate A, Rate B and MLR. The data was statistically analyzed using SPSS 25 package. The results showed that 15 Chinese participants in the NV condition were more fluent than in the V+NV or NB conditions. However, no significant differences were found between the V+NV and NB conditions. These results suggest that nonverbal backchannels may facilitate the fluency of advanced Chinese learners of Korean during oral tasks depending on the nature of backchannel use in their L1 and sociocultural environments. The present research theoretically broadens the scope of both fluency and backchannel studies and provides valuable data and methods for empirical studies on backchannels to Korean.

This study investigated the relative predictive power of vocabulary depth and reading fluency on the reading comprehension of advanced Korean EFL learners in college. By doing so, the scope of paradigmatic relations, as part of vocabulary depth, was extended to encompass associative vocabulary as well as synonyms and antonyms, and reading fluency at the discourse level was considered. For this study, 139 college students were tested on a range of vocabulary depth tests, as well as reading comprehension and text-level reading fluency. The findings revealed that although both vocabulary depth and reading fluency are significant contributors to reading comprehension abilities, the predictability of vocabulary depth was larger than that of reading fluency. In addition, associative vocabulary not only revealed additional predictive power for reading comprehension on top of reading fluency, synonyms and antonyms, but also showed stronger predictability compared to synonyms and antonyms. These results highlight that both vocabulary depth, especially the knowledge of how words are related together, and text-level reading fluency play a crucial role in boosting the reading comprehension abilities of even advanced L2 readers.

This study examines L2 fluency in speaking interactions based on the number and type of utterances. The participants were 25 Korean eighth-grade learners of English as a foreign language. They performed five communicative tasks in groups, and their speaking interactions were audio-recorded and analyzed to measure the frequencies of sentence-level and word-level utterances. Results showed that learners of different levels of L2 fluency greatly varied in their frequencies of sentence-level utterances. Construction-based analyses found that the frequency variation in sentence-level utterances was primarily attributable to the transitive construction and a small set of intransitive constructions. Further investigation of the transitive complementation patterns suggested that L2 learners’ use of the nominal complementation [V+NP] became more productive as they expanded their repertoires of transitive complementation in developmental sequence based on a set of complementation clusters. Regarding these acquisitional patterns of the constructions in respect to L2 fluency development, the present study concludes with pedagogical implications and suggestions for future studies.

This study examined the effects of an intervention using audiobooks for the development of reading fluency, in terms of reading speed, reading comprehension, and motivation to read among Kazakhstani English as a foreign language (EFL) ninth-grade learners in the K–11 system. Silent reading with audiobooks (experimental group) and silent reading only (control group) were compared with a mixed-method study design, a reading motivation questionnaire, and a semi-structured interview. Quantitative data analysis was conducted using analysis of covariance (ANCOVA). The experimental group was found to significantly outperform the control group in reading speed while preserving substantial comprehension of the texts. The results further revealed that, while both groups’ motivation level increased, no statistically significant difference was found between the experimental and control groups, suggesting that the use of audiobooks was not superior to silent reading for motivation enhancement. Nevertheless, a qualitative analysis of data obtained from the interviews revealed that the use of audiobooks had an overall positive effect on students’ attitudes toward the use of audiobooks and reading comprehension. The study concludes with a discussion of limitations and suggestions for future research.

INTRODUCTION Online marketing has grown rapidly over the past years and has become a key component when making marketing mix decisions. Over 2014, internet advertising revenues in the U.S. increased 16% from the previous year to a total of $49.5 billion (IAB 2015). In addition, according to Online Publisher Association, video advertisements have reached the majority of the Internet users (66%), and have resulted in an action from almost half of the users. The significant business opportunities provided by the online environment are reflected as the increasing amount of attention for online advertising in academic research (Mei et al. 2008). It is yet to be researched how online videos and the accompanied online video advertisements interact and how advertisement customization can play a role to possibly optimize user experience and therefore the effectiveness of online video advertisements. Particularly, congruity forms a key opportunity for customization in embedded online video advertising. Congruity is defined as consistency between the ad and video or the advertised product and video (Moore et al. 2005). Evidences in extent literature have shown the positive effects of congruity on, for example, the processing fluency of the ad, the consumer attitudes towards the ad and the persuasiveness of the ad (Moore et al. 2005). However, in the context of online video advertising, limited research has been conducted on this topic. The main goal of this research is to explore the effect of online video advertising congruity on consumer attitudes towards the online video, advertisement and advertised product. Therefore, this research attempts to examine the information processing of a consumer and how congruity acts in this process to affect consumer's preferences. Due to the nature of this research question, an online experiment is used to test the hypothesized relationships of the conceptual model. The collected data in this study were examined using partial least squares (PLS). CONGRUITY AND PROCESSING FLUENCY Congruity can be defined in terms of similarity. The perceived similarity between two given stimuli of equal importance, determines their congruity (Rokeach & Rothman, 1965). Extensive research has been conducted on the effects of congruity in advertising. For example, studies have focused on congruity between involvement types of ads and TV programs (Sharma, 2000), viewer's mood-ad content congruity (Kamins, Marks, & Skinner, 1991), and program context- advertised product congruity (De Pelsmacker, Geuens, & Anckaert, 2002). Previous research from (Moore, Stammerjohan, & Coulter, 2005) has shown that congruity has a positive effect on consumer attitudes. Research on online banner advertisements on websites has indicated that advertisements should be consistent with the website brand (Newman, Stem Jr, & Sprott, 2004). Appeal congruity can then be achieved when the appeal of the online video and the appeal of the embedded ad are similar: an emotional (affective) video paired with an emotional ad can be deemed congruent. Similarly, an informational ad will be more effective when embedded in an informational video. In this study, Ad-and-Video congruity represents such type of congruity. Based on extent research on processing fluency, it can be assumed that online video advertising congruity, either in terms of appeal or content, will result in more processing ease of the ad as the information provided by the video and ad is similar. The following hypotheses are formulated: Hypothesis 1: Congruity between the appeal of the online video and the appeal of the advertisement has a positive effect on processing fluency. Hypothesis 2: Congruity between content of the online video and the advertised product has a positive effect on processing fluency. We further propose that the above process is influenced by ad/video appeal or execution format (emotional vs. informational). An informational ad format is defined as an ad execution designed to appeal to the rationality of the receiver by using objective information describing a brand’s attributes or benefits, while an emotional ad format as an ad execution designed to appeal to the receiver’s emotions by using drama, mood, music and other emotion-eliciting strategies (Yoo & MacInnis, 2005). When an individual is watching an emotional ad or video, the possible effect of Ad-video or Product-video congruity on a consumer's processing fluency will be attenuated. The following hypotheses are formulated: Hypothesis 3a: Congruity between the appeal of online video and the appeal of embedded advertisement has a stronger effect on processing fluency for informational appeals than for emotional appeals. Hypothesis 3b: Congruity between content of the online video and the advertised product has a stronger effect on processing fluency for informational contents than for emotional contents. Involvement and processing fluency With regards to online advertising, research has shown that the degree to which a consumer is involved with the topic of a website also affects the processing of online advertising. It can be argued that when an individual is not involved in watching an online video, its effect on a consumer's processing fluency will be absent. On the other hand, when a consumer is highly involved in watching an online video, it is more likely that the viewer experiences processing fluency. As a result, in this situation, involvement may actually affect processing fluency of the viewer. Based on these findings, the following hypothesis is formulated: Hypothesis 4: Involvement has a positive effect on the processing fluency of consumers. Post-viewing attitudes Research has also indicated the mediating role of an individual’s affective response from processing fluency to its evaluation (Winkielman & Cacioppo, 2001). A viewer of an online video is shown an ad that has the same appeal as the video, making it rather easy to process. The viewer appreciates this as it takes less effort to view the ad and to relate to advertised product to the content of the video and the viewer's interests. As a result the viewer is more likely to generate a positive attitude towards the ad, the advertised product and the video. The insights lead to the formulation of the following three hypotheses: Hypothesis 5: Processing fluency has a positive effect on the attitude towards the online video. Hypothesis 6: Processing fluency has a positive effect on the attitude towards the advertisement. Hypothesis 7: Processing fluency has a positive effect on the attitude towards the advertised product. Figure 1 shows the conceptual model, which summarises the hypothesized relationships. <Insert Figure 1 about here> METHODOLOGY We conducted an experiment in the form of a 2 (type of appeal: informational vs. emotional) × 2 (Ad-Video congruity: congruent vs. incongruent) × 2 (Product-Video congruity: congruent vs. incongruent) full-factorial between-subject design. Video and advertisement appeal are each measured by the three items derived from the study by Moore et al. (1995) on the individual difference in response to advertising appeal. Processing fluency is measured by two items of the study by Lee and Aker (2004). Three items of the study from Zaichowsky (1985) are used to measure the involvement of the participants. The three items related to the attitude towards the video, advertisement and product are derived from the respective studies from Russell et al. (2004) and Kozup, Creyer and Burton (2003). Returned questionnaires numbered 276 responses with 24 incomplete data, resulting in 252 valid responses for data analysis. The collected data in this study were analyzed using partial least squares (PLS). Measurement model A measurement model was used to evaluate reliability, convergent validity, and discriminate validity. A structural model was used to determine the significance and association of each hypothesized path, and the explained variance. Reliability was examined by composite reliability values above the 0.70 benchmark (Fornell and Larcker 1981). Results show all values above 0.70, indicating satisfactory reliability. Convergent validity was examined by all indicator loadings that were significant and exceeding 0.7 and average variance extracted (AVE) by each construct exceeding 0.50 (Fornell and Larcker 1981). Results shows all indicator loadings above 0.70 and all AVEs exceeding 0.50, indicating satisfactory convergent validity. Discriminant validity is demonstrated by the square root of the AVE for each construct exceeding the correlations between the constructs (Chin 1998). These results indicate that the proposed models have good reliability and validity. Structure model Figure 2 shows the standardized path coefficient, the significance of each hypothesized path and the variance explained (R²). H1 and H2 investigate the effect of Ad-Video congruity and Product-Video congruity on processing fluency. Results show that Product-Video congruity is positively related to processing fluency (β=0.115, t-value=2.131, p<0.05), supporting H2. However, the effect of Ad-Video congruity on processing fluency is not significant ((β=0.022, t-value=0.377, p>0.05). Thus, H1 is not supported. H3a and H3b examine the moderating effect of the type of appeal. The hypothesis testing of H3a and H3b is discussed under the multi-group analysis (PLS-MGA). H4 proposes that involvement has a positive effect on the processing fluency of consumers, which is supported by the results (β=0.399, tvalue= 6.778, p<0.05). H5, H6, and H7 investigate the effects of processing fluency on post-viewing attitudes. Processing fluency is positively related to attitude towards the video (β=0.192, t-value=2.838, p<0.05), advertisement (β=0.426, t-value=7.607, p<0.05) and the focal product (β=0.422, t-value=7.171, p<0.05). These results support H5, H6 and H7. <Insert Figure 2 about here> We hypothesize that the type of appeal (informational or emotional) moderates the effects of Ad-Video congruity and Product-Video congruity on processing fluency in H3a and H3b. Specifically, the effects on under informational appeal condition are stronger. To test for group differences, we applied a multi-group analysis (PLS-MGA) approach. The PLS-MGA results for both informational and emotional groups, show that that the positive effect of Ad-Video congruity on processing fluency is only significant for informational appeals (β=.150, t-value=1.99, p<.05) but not emotional appeal (β=-.010, t-value=.15, p>.05), supporting H3a. Similarly, results show that that the positive effects of Product-Video congruity on processing fluency is only significant for informational appeals (β=.170, t-value=2.27, p<.05) but not emotional appeal (β=.050, t-value=.57, p>.05), supporting H3b. CONCLUSION Results show that congruity is related to the improvement of processing fluency only for informational ads/videos. This finding provides some support to the processing fluency theory which holds that less discrepant information should result in a higher processing fluency and extends the existing literature by investigating the appeal/execution format as a boundary condition. Involvement itself has been found to be positively related to processing fluency. Thus, when a consumer is initially more involved in watching a video, the processing fluency increases. This is in line with previous research that proved that involvement positively affects the attention that is given to advertisements and ultimately also the attitude of consumers.

This research aims to examine the interplay of fluency and framing in consumers’ perception of online review helpfulness. We propose to conduct three experiments to study how consumers evaluate a product review as presented in easy- vs. hard-to-read font and promotion vs. prevention frame. INTRODUCTION Nowadays consumers are often exposed to and influenced by online product reviews. These reviews are generated and posted by consumers on online shopping websites, such as Amazon.com. Obviously, the content of an online product review, either appraisal or criticism, would offer valuable information for consumers to make purchase decisions. The almost immediate and strong impact of product reviews on a prospective consumer’s decision would not be easily achieved by other marketing attempts (Daugherty, Eastin, & Bright, 2013; Ghose & Ipeirotis, 2006; Mahajan, Muller, & Kerin, 1984). In particular, past research has proposed that, if a review is believed to be more helpful it is more likely to add value for a future customer (Mudambi & Schuff, 2010; Yin, Bond, & Zhang, 2014). In this research, we would like to research what makes a review helpful. According to consumer psychology literature, metacognitive cues, such as fluency, would play an important role in consumer judgments (Lee, 2004; Schwarz, 2004). So, we first propose that fluency, the ease of information processing, could influence perceived review helpfulness. Moreover, a growing body of research has suggested some factors that could interact with fluency when influencing consumer decisions and judgments (Shah, Alter, & Oppenheimer, 2010; Tsai & McGill, 2010). For example, framing effect has been extensively studied in consumer decision making literature (Block & Keller, 1995; Rothman, Salovey, Antone, Keough, & Martin, 1993). Accordingly, we would like to study the effect of framing, emphasizing on gain vs. loss, on perceived review helpfulness. Specifically, we research whether framing a review as promotion- vs. prevention-focused would moderate fluency effect on consumers’ perception of online product reviews. To sum up, in this research we investigate how consumers’ evaluation on online product reviews is influenced by manipulating the review to be promotion- vs. preventionoriented and easy- vs. hard-to-read. To our best understanding, little of past research has directly examined the interplay of fluency and framing in consumer judgments, especially in social media contexts. We wish to collect further evidence regarding the underlying rationale involving fluency and framing effects on consumers’ perception of review helpfulness. THEORETICAL DEVELOPMENT AND HYPOTHESES Researchers have defined online reviews as peer-generated product evaluations posted on a company or third party website (Mudambi & Schuff, 2010). To better understand how consumers evaluate online reviews, we propose to examine the effects of fluency and framing on perceived review helpfulness. First, fluency, defined as the ease of information processing, could make a strong impact on various judgments, including perceived risk, liking, and confidence (Alter & Oppenheimer, 2009; Novemsky, Dhar, & Schwarz, 2007; Reber, Winkielman, & Schwarz, 1998). We notice that limited empirical work has yet addressed the relationship between fluency and perceived review helpfulness, although fluency is easy to manipulate and could have overwhelming effect on judgments. Rather, marketing and social media researchers have long been focused on content- and emotion-based features of online reviews in relation to review helpfulness (Moore, 2015; Mudambi & Schuff, 2010). Therefore, this research aims to address this limitation by exploring fluency effect on review helpfulness. Second, we suggest that framing, by focusing on promotion vs. prevention, could influence consumers’ perception of online product reviews. In particular, regulatory focus literature has revealed that, message framing would influence the effectiveness of persuasion (Higgins, 1998; Meyerowitz & Chaiken, 1987; Tykocinski, Higgins, & Chaiken, 1994). To emphasize, past research has gained mixed results about promotionvs. prevention-focused messages in persuasion (Block & Keller, 1995; Rothman et al., 1993). In this research we will have a close look at framing and explore its effect on online review helpfulness. Third, we would like to test whether a gain (vs. loss) frame is more effective when disfluency (vs. fluency) is experienced. In a past study, Shah, Alter, and Oppenheimer (2010) argue that fluency (vs. disfluency) makes people feel they are close to (vs. distant from) a stimulus, and then become more likely to be engaged in low (vs. high) level thinking. According to construal level theory, when people think concretely they are more likely to focus on concrete, specific details; by contrast, when they think abstractly they are more likely to focus on abstract, global properties (Trope & Liberman, 2003). In addition, past research has found that mind-set, or thinking concretely vs. abstractly, could interact with framing in consumer judgments (White, MacDonnell, & Dhal, 2011). Regarding the interaction between fluency and framing, mixed results are found in literature. On the one hand, Shah and colleagues (2010) have suggested that, disfluency is related to high-level thinking, and thus would make a promotion frame more effective. On the other hand, researchers have proposed that, disfluency induces negative feelings, and thus would make a prevention frame more effective (White, MacDonnell, & Dhal, 2011). Given the disagreement in past findings, we would like to further examine the underlying mechanisms for consumers to perceive online product reviews presented in easy vs. hard font and promotion vs. prevention frame. Following these studies, we will conduct three experiments to test fluency and framing effects on perceived review helpfulness. Our hypotheses are listed below: H1: Consumers perceive an online product review in easy-to-read font (vs. hard-to-read) as more helpful. H2-a: Consumers perceive an online product review in easy-to-read font and a promotion (vs. prevention) frame as more helpful. H2-b: Consumers perceive an online product review in easy-to-read font and a prevention (vs. promotion) frame as more helpful. H3-a: Consumers perceive an online product review in hard-to-read font and a prevention (vs. promotion) frame as more helpful. H3-b: Consumers perceive an online product review in hard-to-read font and a promotion (vs. prevention) frame as more helpful. RESEARCH METHOD We propose three experiments to examine fluency and framing effects on perceived review helpfulness, by using an actual product review collected from Amazon.com. Two hundred undergraduate students from a public university in mainland China will participate in our experiments. In Experiment 1, we will investigate the main effect of fluency on review helpfulness. It is expected that, fluency would have significant effect on perceived review helpfulness. A review on a home speaker – Amazon Echo Dot is selected, and then rated by three individual researchers as relatively neutral and objective. We manipulate fluency by displaying the review in an easy- vs. hard-to-read font, respectively. After reading the review, using 7-point scales participants rate fluency (1 = very difficult, 7 = very easy) and review helpfulness (1 = not helpful at all, 7 = very helpful). To test fluency effect as predicted in H1, we will conduct a t-test. Also, using t-test we will check if the manipulation is successful. In Experiments 2 and 3, we will examine the main effect of framing on review helpfulness, as well as the interaction between fluency and framing. As discussed earlier, past research suggests two opposing expectations. As stated in H2-a and H3-a, promotion (vs. prevention) frame is more effective when a review is shown in easy (vs. hard) font. However, H2-b and H3-b are holding the contradictory predictions. Here, the review is modified to be more focused on promotion vs. prevention respectively, shown in either easy- or hard-to-read font. In each experiment, half of the participants read the Amazon Echo Dot’s review in a promotion frame and the other half will process the review in a prevention frame. In both promotion and prevention conditions, participants are randomly assigned to read the review in an easy- or hard-to-read font. To test our hypotheses, we will employ a 2 (easy vs. hard) x 2 (promotion vs. prevention) ANOVA. In addition, to understand the rationale of consumers’ making evaluation on reviews, we ask participants to use information contained in the review to write a short description of the product. So that, we will be able to capture participants’ thinking mode. Also, we ask participants to rate review valence (1 = very negative, 7 = very positive) and describe their feelings after reading the review, in order to examine if framing would result in different feelings. Then, we analyze these self-reported responses, in attempts to determine either participants’ mind-set (concrete vs. abstract) or their feelings (positive vs. negative) would be more prevalent when they process and evaluate the review. A mediational analysis will be conducted to explore the mechanisms underlying consumers’ perception of review helpfulness. DISCUSSION The aim of this research is to test whether fluency and framing would influence perceived online review helpfulness. Also, our research is designed to explore the interplay of fluency and framing in review perception. The completed work will present empirical results to demonstrate the roles of fluency and framing in consumers’ review evaluations, through the three experiments as proposed. Theoretically, our research will contribute to existing literature by addressing the effects of fluency and framing on consumer decision making, in the context of online marketing communications. Practically, our research will provide insights for marketers and consumers to engage in communications via online review systems. Given that fluency and framing are considered as salient cues to influence consumer decisions, marketers should learn how to leverage these factors while shaping the framework in which online product information is created and shared by consumers.

In this research, we are going to explore the effect of processing fluency and different types of appeal on consumer’s prosocial intention. There are contradictory findings regarding the effects of processing fluency whether easy to process fluency (EPF) or difficult to process fluency (DPF) is more efficient to lead prosocial behavior (Reber, Schwarz, & Winkielman, 2004). However, we predict that different appeals based on egoistic or altruistic motives may influence people’s perceptions of processing fluency. In particular, if a primed appeal concerns egoistic motives, effort to reach the selfish appeal could not be reflected as honorable for themselves (Zhang, Xu, Jiang, & Huang, 2010). As a result, we predict that such perceived disgraceful efforts will increase unpleasant emotional states such as guilt, which arises when experiencing possible objections to their actions or intentions (Peloza, White, & Shang, 2013). Thus, we hypothesized and found that in study 1, people primed with self-benefiting appeals considered a difficult to process campaign to be less favorable than an easy to process campaign. Self-benefiting appeals increased a sense of guilt when people are in a DPF condition compared to an EPF condition. Finally, in study 2, the demonstrated effect from study 1 was explained with underlying mechanism as a sense of guilt. In conclusion, this study has theoretical implications in discovering the relationship between processing fluency and different types of appeal. When the appeal is considered disgraceful from egoistic motives, putting extra efforts into DPF campaigns is considered unjustifiable through increasing guilty feelings. This effect causes unfavorable attitudes toward DPF campaigns and decreases prosocial behavior. As a result, our findings provide insights for marketers by suggesting effective strategies for designing prosocial campaigns.

Introduction Showing friendly, kind, and warm endorsers in advertisement is a common strategy for companies attempting to appeal to their customers on an emotional level. However, these companies may have systematically overlooked one important factor, the perceptual fluency of celebrity recognition. According to the perceptual fluency literature (Lee & Labroo 2004; Winkielman et al. 2012), information that is consistent with one’s existing knowledge is more easily to be processed. Unlike previous endorsement research, this study explored novel pathways of celebrity recognition and examined how the perceptual fluency of the celebrity will impact celebrity endorsement. This study aimed to answer two questions: ⦁ Does perceptual fluency of the celebrity affect how a viewer reacts to an advertisement on the metrics that advertisers care about? ⦁ If perceptual fluency of the celebrity does have an effect, how can advertisers enhance the fluency when creating print advertisements? The current study undertook two studies that provided evidence for the perceptual fluency effect of a celebrity’s physical image on consumers’ recall and attitude towards the endorsement. Study 1 Study 1 aimed to test the effect of perceptual fluency in the context of banner ads on website. A pre-test is used to examine the perceptual fluency of various outlines from different celebrities under coarse visual condition, and choose the celebrity’s image with the highest deviation regarding perceptual fluency. The pre-test employed 46 grayscale pictures of 18 Chinese celebrities, with two to four images per celebrity. 29 undergraduate students (16 males) took the pre-test. The task was a forced choice two-alternative identification (celebrity: yes or no). Subjects were instructed to identify whether it is a celebrity or not, by pressing the keys “Y” or “N,” respectively. Jet Lee’s (a famous Chinese material artist in Hollywood) images were selected for the main study based on the pre-test results. Evidences (correct rate: 62.1% vs. 20.7%; response time: 0.96 seconds vs. 1.46 seconds) reveal that the respondents experienced higher perceptual fluency in the famous pose condition than in the casual pose condition. The main study used a professionally designed beer advertisement showing Jet Lee as the celebrity endorser. To enhance the external validity of this study, the stimulus advertisement was placed at the lower-left corner, with other advertisements. To ensure the validity of the target group, a representative online sample of male participants was solicited through a professional online panel provider (Erfgen, Zenker & Sattler, 2015). In total, 168 male Chinese participants completed the online survey. Participants were randomly assigned to one of the two experimental conditions (low vs. high perceptual fluency). Erfgen, Zenker and Sattler (2015)’s approach was employed to study advertisement recall. The experimenter informed participants that their mathematical mentality was being tested. They were instructed to read an article about how to teach mathematical mentality to children. However, respondents were not explicitly asked to look at the advertisement. A filtering question was asked about the content of the article, and those who could not answer correctly were excluded from further analyses. Participants then solved four mental math exercises involving basic arithmetic operations, to distract them from the advertisement, before responding to our dependent recall items: unaided recall of the brand, the endorser, and then aided recall of the brand, and endorser (i.e., participants could choose among 10 answer options). Finally, questions about endorser familiarity and some general demographic items were asked. In total, 106 participants answered the filtering question correctly (Mage = 27.9 years, 74.4% with a bachelor’s degree or higher). The endorser familiarity is not significantly different among the two conditions (Mhigh = 5.62 vs. Mlow = 5.78, n.s.). The recall rates confirmed that the use of images with low perceptual fluency impaired endorser recall as compared to the use of images with high perceptual fluency. Unaided endorser name recall was not significantly higher for the high perceptual fluency condition (21.6% correct) as compared to the low perceptual fluency condition (10.9% correct; χ2(1, 106) = 2.23, p = .10, φ = .15). However, for the aided endorser name recall, it was significantly higher in high perceptual fluency condition (29.4% correct) than in low perceptual fluency condition (9.1% correct; χ2(1, 106) = 7.14, p < .01, φ = .26). Brand name recall was not significantly different among the two conditions, both for unaided recall (11.8% vs. 7.3%; n.s.) and aided recall (15.7% vs. 12.7%; n.s.). The results of Study 1 offer evidence for the existence of the perceptual fluency effect by using a realistic advertisement context. Participants exhibited higher recall rates of the endorser’s name for images with high rather than low perceptual fluency, which indicates that even when audiences focus on other tasks, they are more likely to process the advertisement with a high perceptual fluence celebrity image than that with a low perceptual fluence one. Study 2 Study 2 aimed to test the relationship between perceptual fluency of endorser and consumers’ attitude towards the endorsement. Donnie Yen is considered to be one of Hong Kong’s top action stars. His images were also shown as stimuli in pretest in Study 1. The result revealed that the perceptual fluency of Donnie Yen with a friendly gesture (smiling with an inviting gesture; accurate rate =24%, mean response time = 1.46 seconds) was significantly lower than it was for his image with a provoking gesture (showing a fist with cool expression; accurate rate = 40%, mean response time = 1.03 seconds, p’s < .01). The experiment used a professionally designed advertisement of a virtual “LIMA” brand electric bike showing Donnie Yen as the celebrity endorser. Similar to the method used in study 1, high and low perceptual fluency images of Donnie Yen were used. It is well known that the endorsers’ facial expressions and features have significant impact on advertisement outcomes (e.g. Kulczynski, Ilicic & Baxter 2016; Xiao & Ding 2014). Thus, to rule out the alternative explanation of facial expressions and features, the experiment used a 2 (perceptual fluency: low vs. high) * 2 (celebrity face: face only vs. face and body) between group design. This online study included 108 male Chinese consumers from Sojump (a China-based online panel site). Participants were randomly assigned to one of the four experimental conditions. They were shown a constructed print advertisement pairing Donnie Yen with an electric bike. Participants were instructed to rate the endorser on trustworthiness, likeness, competence, and attractiveness (Tanner & Maeng 2012), following which they were asked to rate their attitude towards the advertisement (Aab), brand (Ab), and purchase intention (PI). Measurement of Aab was based on Mitchell and Olson’s (1981) 5-point semantic differential scale, which includes “this advertisement is: bad/good, dislike/like, and uninteresting/ interesting” (Cronbach’s α = 0.92). Measurement of Ab was based on Carrillat, d’Astous and Christianis’ (2014) model, which includes “For the brand LIMA: I have a negative opinion about/I have a positive opinion about, I do not like/I like, it is untrustworthy/is trustworthy, and it is inferior to other brands/is superior to other brands” (Cronbach’s α = 0.88). Measurement of PI was drawn from Choi and Rifon (2012) by asking “How likely is it that you would consider the advertised brand next time you purchase an electric bike?”. In addition, they were asked to rate the matchiness of the celebrity image shown in the stimuli: “To which degree is the image in the advertisement consistent with the celebrity’s image in your mind?”. Finally, questions about gender, age, and education were asked. Trustworthiness, likeness, competence, and attractiveness were analyzed by using a one-way ANOVA. Results showed no significant differences among the conditions. Attitude towards the advertisement and brand, and purchase intention were analyzed in a 2 * 2 ANOVA with the perceptual fluency and face conditions as independent variables. Results showed main effects of perceptual fluency for attitude towards the advertisement (F(1,107) = 3.47, p = 0.06), attitude towards the brand (F(1,107) = 3.93, p = 0.05), and purchase intention (F(1,107) = 7.35, p < 0.01), but no significant interaction (F’s < 1). A follow-up analysis revealed that, when the celebrity’s face and gesture was presented, high perceptual fluency lead to a higher endorsement effect (MAad = 5.72, MAb = 5.66, MPI = 5.83) than when there was low perceptual fluency (MAad = 5.18, MAb = 5.08, MPI = 5.06; p’s < .05). However, no significant difference was found if only the celebrity’s face was shown (high perceptual fluency: MAad = 5.29, MAb = 5.37, MPI = 5.52; low perceptual fluency face: MAad = 4.94, MAb = 5.18, MPI = 4.96; p’s > 0.05). To investigate whether feelings of image matching mediated the relationship between the perceptual fluency and positive attitude related to the advertisement, the PROCESS macro bootstrapping procedure (n = 10,000, model 4) was performed (Preacher, Rucker & Hayes 2007). Trustworthiness, likeness, familiarity, and attractiveness were included as covariates. The results indicated that the high perceptual fluency produced significant feelings of image matching (β = 0.32, p=0.055), and image matching was a significant predictor of Aad (β = 0.42, p<0.001), Ab (β = 0.27, p<0.001), and PI (β = 0.42, p<0.001). Further, the 95% bootstrapped confidence interval for the indirect effect of perceptual fluency on the dependent variables through the mediator, image matching, did not include zero (Aad: β= 0.13, 95% CI = 0.02–0.30; Ab: β = 0.09, 95% CI = 0.02–0.19; and PI: β = 0.13, 95% CI = 0.02–0.30). These results support the notion that the perceptual fluency of a celebrity stimulus can affect the endorsement positively. Although the traditional influence factors of endorsement (i.e., trustworthiness, likeness, familiarity, and attractiveness) did not differ among the experimental conditions, participants showed significantly different attitudes towards the endorsement. Specifically, when the stimulus contained a celebrity image with high perceptual fluency, participants had significantly positive attitudes towards the advertisement and brand, and a higher purchase intention, as compared to those when a low perceptual fluency image was presented. In addition, the alternative explanation of facial expressions and features was ruled out in this study. Theoretical contribution This study contributes to the literature concerning how celebrities on printed advertisements are processed. (1) The current study revealed that the high rather than low perceptual fluency of celebrities’ physical image had higher benefits (e.g., martial art actor showing friendly gesture). The study defined this effect as perceptual fluency of celebrity recognition, which advances the stereotypic filtering mechanism (Sherman et al. 1998) and the fluency-as-good effect (e.g., Reber, Winkielman & Schwarz 1998). (2) This study also contributes to psychology through the assertion that our perception of famous faces can be influenced by the accompanied contextual information. Study 1 demonstrated that, other than the faces, the contextual information (e.g., hairstyle, gesture, and etc.) with high perceptual fluency can facilitate the recognition of celebrities. Study 2 revealed that the effect of perceptual fluency is more salient when the celebrity’s image includes the face and gesture. This result echoes findings from Aviezer et al. (2012), who argued that people tend to combine the face and body together, to create a synergistic effect. (3) Humans have evolved with significant mental capabilities to facilitate the rapid processing of information (Downing et al. 2001). However, the possible influence of such automatic evaluations in marketing contexts has not received sufficient attention. While marketers narrowly focus on manipulating attractiveness, agreeableness, or friendliness of celebrity endorsers, this study suggests that manipulating the perceptual fluency of the endorser may have a higher influence on consumers. These initial findings may help facilitate further marketing research using neuro and visual science methods to examine the perceptual processing of celebrities’ imagery. Implications for practice This study highlights the need for marketers to pay more attention to using the perceptual fluency of celebrity endorsers to enhance the endorsement effect. With increasing competition in marketing communications, automatic and holistic processing of the celebrity’s image may influence consumer behaviors in different contexts. Enhancing the perceptual fluency of celebrity images seems to have multiple benefits, including improved recognition, recall, and consumer attitude towards the endorsement. This study also proposes practical methods for the careful selection of celebrity images when constructing print advertisements. Marketers can evaluate the congruence of celebrities’ physical image with coarse visual images of celebrities and conduct pretests to determine the image that suits their printed advertisements. Limitations and Directions for Future Research One major limitation of this study is that only action movie stars were studied in the recall (Study 1) and consumer attitude experiments (Study 2). This is because it is a common practice that endorsers are asked to convey friendly signals in the advertisement, such as smiling, friendly body gesture, etc. Such friendly gestures are more likely to lead to low perceptual fluency for action movie stars than for other celebrities. Further evidence may be required for the perceptual fluency of celebrity recognition. Future studies can examine the perceptual fluency effect for other categories of celebrities, such as athletic stars, fashion stars, etc. Second, the current study focused only on male celebrities and male consumers. However, female celebrities are very popular in printed advertisements, especially for cosmetics, personal care, fashion, etc. (Belch & Belch, 2013). Influence of the perceptual fluency of female celebrities and the possible differences in the impact of each gender’s perceptual fluency requires further research. Third, in conducting Study1, the distraction task of mental math exercises only represented a simplification of reality. Future research can use more realistic tasks to enhance the external validity of the findings.

This study reports the effects of text chat on EFL students’ writing fluency, accuracy, and complexity, investigating whether its effects differ according to the interlocutor. The experimental design employed three text chat groups: one between two nonnative speakers (NNS-NNS); another between a nonnative speaker and a native speaker (NNS-NS); and the other between a nonnative speaker and a nativelike chatbot (NNS-NC). 78 college students of English as a foreign language between 19 to 22 years old were sampled and assigned into the three groups, each consisting of 30, 20, and 28, respectively. Over a 16-week period, they engaged in ten 10-minute-long chat sessions. All groups were tested before and after the treatment. A paired-samples t-test was conducted to compare preand post-test scores as far as fluency, accuracy, and complexity concerned. To find out the differences between mean scores of the groups, a one-way analysis of covariance (ANCOVA) was run. Results indicated that all three groups showed significant improvement in accuracy while only NNS-NS and NNS-NC groups did in fluency. No effects for complexity were evident. In terms of group differences, no statistical significance was detected. Participants’ perceptions of English learning and text chat positively changed overall. This study has pedagogical implications for EFL teachers, students, and researchers.

Consumers process and evaluate products every day in an increasing number of diverse presentations of products and brands across shop environments. Although consumers may think to react to attributes of the products and the shop environments, there are many contextual factors that influence consumers’ responses. Both products presentation and shop environments differ in visual complexity and ease of processing. For example, products such as fragrances and eyeglasses considerably diverge depending on the visual presentation across multiple stores. Research on processing fluency (e.g., Reber et al., 2004; Winkelman et al., 2003) shows that the processing of any stimulus can be characterized by a variety of parameters that are nonspecific to its content. This stream of work suggests that any variable that facilitates fluent processing results in increased liking, and other positive evaluations. Recent work on context complexity (Orth and Crouch, 2014) suggests that people process a package more fluently when it is presented in a low rather than high complexity context. Further, research on contextual cues (Zhu and Meyers-Levy, 2009) shows that the extent of feature overlap between a context and a target object determines whether a person interprets the target related or not related to the contextual data. Accumulating research suggests that a deeper understanding of the way consumers process multiple contextual cues promises to shed light on our understanding of many areas of consumer research. Although visual appeal is itself multifaceted (Bloch, 1995), much of the current discussion with respect to visual cues does not consider the interaction of multiple shop environments. Given the importance of processing fluency and context effects, we examine the extent to which consumers positively elaborate cognitive processes in relation to product context complexity. Following research in psychology, fluency is the subjective experience of ease with which a person processes a stimulus (Reber et al. 2004). High fluency elicits a positive reaction. We predict that less complex contexts of the product will be easier to process and produce more favorable evaluations of the product. Further, research on contextual cues (Aggarwal and McGill, 2007; Meyers-Levy and Sternthal, 1993) shows that consumers better overlap contextual cues when cues are moderately congruent rather than low congruent. This suggests that consumers respond more favourably to moderate congruent shop environments. Studies Two studies tested our prediction that product context complexity across shop environments affects consumer’s processing fluency, liking, and product evaluation. In both studies, participants were provided with pictures of real products and shop environments. Images were manipulated to disguise brand names. Participants were recruited online through the platform Prolific Academic. Study 1 tested the hypothesized negative effect of product context complexity on processing fluency, and liking. The final section of the survey asked for personal information, including gender, age, and style of reasoning. These variables had no significant impact on the dependent variables of interest and were excluded from further analysis. In study 1, ninety participants (mean age = 34.20, 63 females) were randomly assigned to one of the two conditions (product context complexity: low vs. high). They viewed one randomly selected picture of cosmetics displayed on counter displays across two different stores. Cosmetics was chosen due to the large variance in products presentation across multiple retailers. In a pretest, 87 participants rated perceived complexity of the display to examine whether the display complexity differs across the two conditions. The manipulation was successful (Mlow = 2.32 vs. Mhigh = 3.68; F(1,85) =24.299, p < 0.001). Running one-way ANOVA with product context complexity as independent variable and processing fluency as dependent variable a significant main effect of the context complexity (M = 5.05 vs. M = 4.37; F (1,87) = 3.913, p < 0.05). To test our prediction that liking is mediated by processing fluency of product context complexity, a mediation analysis was conducted (PROCESS model 4: Hayes, 2014). Bootstrap estimation confirmed that processing fluency mediates the influence of product context complexity on liking (simple slope = 0.44, LLCI = 0.01, ULCI = 0.94). In study 2, our aim was to corroborate and extend study 1 findings by testing product context complexity in congruent and less congruent shop environments. One hundred seventy-seven participants (mean age = 35,31, 80 females) viewed one randomly selected combination of chocolate shop environments. As in study 1, we chose chocolate due to the large variance in products presentation across multiple retailers. Chocolate was displayed on tower displays (products context complexity: low vs. high), and matched with the overall in-store presentation of three chocolate shop environments (shop environment congruence: low vs. moderate vs. high). After processing the pictures, participants were asked to rate processing fluency, liking, and product evaluation. Similarly to Study 1, the final section of the survey asked for personal information, including gender, age, and shopping goal. Again, these variables had no significant impact on the dependent variables of interest and were excluded from further analysis. Two pretests confirmed that our manipulation of product context complexity (Mlow = 1.96 vs. Mhigh = 4.01, F(1,57) = 23.464, p < 0.001) and store processing fluency (Mlow = 3.50 vs. Mmoderate = 4.14 vs. Mhigh = 5.10, F(1,109) = 10.465, p < 0.005) were successful. Running a factorial ANOVA with processing fluency as dependent variable indicated a nonsignificant main effect of product context complexity. Shop environment congruence had a significant main effect (F(2,171) = 6.561, p < 0.005). Contrasts analysis revealed significant differences between the high congruence/context complexity condition and the low congruence/context complexity condition, and between the moderate congruence/context complexity condition and the low congruence/context complexity condition (all ps < 0.005). We then tested the prediction that processing fluency mediates the effects of shop environment congruence on liking and product evaluation through product context complexity as moderator. We used a moderated mediation analysis with the bootstrap PROCESS model 8: Hayes, 2014). There was a significant conditional indirect effect of shop environment congruence on liking though product context complexity in the high context complexity condition, b = -0.280, LLCI = -0.509, ULCI = -0.120. A similar estimation with product evaluation as the independent variable revealed that processing fluency mediated the relationship between significant shop environment congruence and product evaluation though product context complexity in the high context complexity condition, b = -0.375, LLCI = -0.631, ULCI = -0.153). Discussion Our findings demonstrated the influence of product context complexity on processing fluency and product evaluation. The results showed that less context complexity leads to an ease of processing. Study 1 confirmed the negative relationship between product context complexity and processing fluency. Further, study 1 demonstrates a mediation mechanism of processing fluency on liking. This result confirms prior work on processing fluency (Reber et al., 2004). Further. we extend previous work on visual complexity (Orth and Crouch 2014) by demonstrating that low congruence shop environments may influence consumer processing fluency. In study 2, we looked at how consumers respond to complex and less complex presentation of products in congruent and less congruent shop environments. Our results support research on contextual cues (Zhu and Meyers-Levy, 2009) by showing an interesting path of complex contextual cues. Complex contexts may affect consumer’s evaluation of products. This pattern is more pronounced in low congruent shop environments. Consumers may evaluate much less favorably visually complex contexts in low congruence shop environments than in congruent shop environment. Such behavior is due to the extent to which consumers overlap the shop environment and the target product. This research shed light on how consumers combine retail and product cues. By integrating research on processing fluency and contextual cues, our work allows a better crafting product design and retail strategies. Apart from the theoretical contributions, this research provides marketing manager with insights into how to develop easier to process shop environment for consumers. The results suggest that when products are presented with complex contexts, consumers respond less favorably to the visual appearance of their products. For retail managers, the results provide insight into why it might be especially difficult to process more complex settings of the products. The results suggest that to make a shop environment more favorable, managers have to find solutions to reallocate complex contextual cues of the products. This could be done through developing more congruent areas within the store. Given the growing importance of visual strategies in retailing, our research gives managers suitable solutions to allocate in-store resources.

This study aimed to examine whether overall English proficiency influences the relative predictive power of reading fluency and listening comprehension abilities in explaining the reading comprehension of Korean EFL learners within the simple view of reading framework, when the age factor is controlled for. One hundred sixteen eleventh-grade Korean high school students consisting of two highly distinct groups in general English proficiency―55 Most Highly Capable Students (MHCS) and 61 Capable Students (CS)―were tested on measures of reading fluency, vocabulary knowledge, listening comprehension, and reading comprehension. The findings indicated that reading fluency and listening comprehension abilities were significantly related to the reading comprehension of both MHCS and CS groups. However, the results from a series of hierarchical regression analyses revealed that while listening comprehension was a stronger predictor of reading comprehension of the MHCS group, it was reading fluency that explained more variance in comprehension of the CS group. Implications for reading instructions are discussed.

The present study explored a reading-based speaking task for its potential to develop EFL students' fluency. Based on an L1 speaking model by Levelt (1989, 1993), the task was developed in a way that students can maximize their fluency in a scaffolding-rich condition: one in the stage of message generation and the other in linguistic encoding. The use of reading texts for the development of speaking fluency was also hypothesized to induce authentic interaction among interlocutors. How the reading-based speaking task functions as hypothesized was tested with five Korean college students who participated in a 4-week reading-based speaking program. The analysis of the group activity transcripts and interviews revealed that scaffolding in message generation took place in three types of language episode: a personal experience episode, a vocabulary-related episode, and a contentclarification/ elaboration episode. Linguistic encoding in L2 speaking was scaffolded via shared context, which enabled the participants to develop and utilize a paraphrasing skill. Finally, the participants’ engagement in speaking activities increased, affecting their willingness to communicate and their motivation to improve speaking.

Although motivation and fun are important for effective speech therapy, the conventional speech therapy is often conducted by using a textbook which can be boring to the speech-handicapped. The present study is to develop a speech therapy serious game for rehabilitation of the handicapped with articulation and fluency in speech. A speech therapy game was developed in the present study through the following four-step approach: (1) benchmarking analysis of 8 speech therapy systems, (2) analysis of 22 parents, (3) development of the framework of the speech therapy game and ideas for speech therapy game contents, and (4) implementation of the speech therapy serious game system using C# and the game engine Unity. The speech therapy serous game developed in the study can be of help for rehabilitation of articulation and fluency for the speech-handicapped.

This study aimed to examine English oral reading fluency of 5th and 6th grade students. Twenty three 5th graders and 22 6th graders at an elementary school in Daejeon participated in the study. Four texts were prepared: a 5th grade equivalent dialog text, a 5th grade equivalent narrative text, a 6th grade equivalent dialog text, and a 6th grade equivalent narrative text. The students were asked to read them aloud at the end of the first semester and the second semester. Comprehension check-up questions were given immediately after they read the texts. Their reading rate was measured in the number of words they read correctly per minute (WCPM). At the end of the school year, the 5th graders read their grade level dialog text at 103 WCPM on average, and the narrative text at 97 WCPM on average. The 6th graders read the dialog text 111 WCPM on average, and the narrative text at 99 WPCM on average. The correlations between reading rates and comprehension were moderate; .60 at the first administration and .58 at the second administration.

Despite the general understanding of the prominent role of basic reading sub-skills, such as decoding abilities and reading fluency, in the reading comprehension of younger and proficient first and second language readers, little is known about the role of these skills in older and less skilled readers in foreign language contexts. The present study was designed to investigate how decoding skills and reading fluency relate to the reading comprehension of such readers, and to identify the relative strengths between the two. Two hundred twenty two Korean high school students participated, and their performance on decoding, reading fluency, and reading comprehension tasks was analyzed. The results showed that both decoding skills and reading fluency were strongly correlated to reading comprehension. Moreover, between the two fundamental reading sub-skills, decoding skills outperformed reading fluency in explaining reading comprehension, making a unique contribution beyond the effects of reading fluency. These findings suggest that a basic skill like word decoding still deserves instructional attention even at the secondary schools in EFL contexts.

The purpose of present study was to explore the reading fluency of elemenatary school students in Korea. To achieve the purpose of this study, 150 sixth grade students were selected from two schools of Gyeonggi province and their reading fluency was evaluated. Assessment of reading fluency was administered as follows: students were asked to read orally a reading text for one minute, which was developed for this study and the teacher checked their reading performance according to assessment criteria developed by Zutell and Rasinski (1991). Reading fluency dealt with four subcategories: decoding accuracy, reading rate per a minute (WCPM), expression, and comprehension. Mean score at each subcategory and its aspect were analyzed, expression element were compared between the lower and higher group, and finally co-relation between reading fluency and comprehension were examined. The results showed that while most students gained higher score in decoding accuracy or reading rate, their expression was lower. Among four sub-categories of expression, i.e. expression and volume, phrasing, smoothness, and reading rate, score of expression and volume was the lowest. Most students read text with little expression or enthusiasm in their voice. On the basis of the result, some ideas for teaching fluency were suggested.

Since the introduction of the 6th National Curriculum, English pronunciation teaching in Korea has geared toward fluency, less focusing on accuracy. Since then the two technical terms, accuracy and fluency, have been widely used in the EFL literature in Korea, but in a rather confusing way. This paper is an endeavor to clarify these two concepts in terms of the viewpoints of Phonetics and English Education. From the phonetic standpoint, I argued that accuracy is more closely related to 'clear speech,' whereas fluency is applicable to either 'clear speech' or 'casual speech'. I also suggested two methods for the evaluation of English speaking fluency: one is the evaluation of weak form pronunciation: the other, sentence stresses. From a viewpoint of English Education, I reviewed some relevant literature and found that (1) accuracy and fluency are related to language usage and language use, respectively; (2) accuracy and fluency have been used as terms applicable to all four language skills in language learning, rather than speaking skill only: (3) a definition of fluency needs to be modified for its flexible use in ESL/EFL classroom setting; (4) a number of recent textbooks on pronunciation teaching include lots of useful fluency enhancing practices. As a conclusion, I summed up afore-mentioned discussions and presented some suggestions for the National Curriculum in the future.