Fluency is a multifaceted concept used in language teaching and language
learning research. Fluency is often approached as cognitive, utterance
or perceived fluency. This review article focuses on Finnish fluency
studies in which fluency has been examined with explicitly defined
measures or criteria in a specific language skill. Our goal was to
investigate what kinds of methods have been used and which subskills
have been studied from the perspective of fluency. We also aimed to
identify potential gaps in fluency research. According to our review,
Finnish studies on L2 fluency have mostly focused on productive language
skills (speaking and writing), while L1 fluency research has mostly
focused on reading (dyslexia). Listening fluency has not been studied
explicitly. The reviewed studies concerned various languages,
populations and employed both quantitative and qualitative methods. We
conclude that more research is needed on receptive skills, especially
listening, multimodal fluency and fluency in new learning environments.