请将以下中文论文摘要翻译成英文：汉语作为二语的口语课重操练轻交际课后学生又因观念、性格、能力等因素导致汉语开口难缺乏和汉语母语者的真实交际。同时缺乏口语考试硬性要求导致学生未能有意识、有规划地改善口语。近年来新冠疫情加剧了以上情形。国际演讲组织Toastmasters头马线上会议能帮助学习者通过有组织的教育体系与会议模式提升个人综合素养而语言在此过程中扮演着关键角色。头马的办会理念和产出导向法理念

As a second language, Chinese oral courses often prioritize drills over communication, which, coupled with factors such as students' attitudes, personalities, and abilities, leads to difficulties in Chinese speaking and a lack of real communication with native speakers. Additionally, the absence of rigid oral exam requirements means that students may not consciously and systematically improve their speaking skills. These issues have been exacerbated in recent years due to the COVID-19 pandemic.

Online meetings hosted by the international speech organization Toastmasters can help learners improve their personal development through organized educational systems and meeting patterns, with language playing a critical role in this process. The philosophy and output-oriented approach of Toastmasters may be a valuable reference for Chinese oral teaching or supplementary practice after class. This study attempted to apply the output-oriented approach in practice by organizing seven simulated online Chinese Toastmasters meetings lasting over three months and inviting three Chinese-speaking foreign students with high proficiency levels to participate. The study recorded, transcribed, calculated, and analyzed their oral output during the meetings using both quantitative and qualitative research methods. Interviews, meeting observations, and reflective questionnaires were conducted to understand the research subjects' decision-making and actions. The study also transcribed the subjects' first and last verbal outputs as participants in the meeting and measured and calculated their complexity, accuracy, and fluency. The data from before and after were compared to illustrate the development of each dimension, and the reasons for changes in speaking ability were analyzed qualitatively.

The study found that the subjects' oral development after participating in the simulated meetings was mainly reflected in complexity, while accuracy and fluency varied among individuals. Research subject A's overall oral development was good, with improvement in all indicators; research subject B's overall oral development was not significant compared to research subject A, but positive development trends were observed in some indicators; research subject C's overall development in accuracy and fluency was not as good as A and B, but some indicators showed improvement. In the meetings, the development of the subjects' oral complexity seemed to come at the cost of accuracy and fluency, leading to a competitive relationship, which was most pronounced in research subject C.

In conclusion, this study explores the potential of using the output-oriented approach of Toastmasters meetings to improve the Chinese oral proficiency of foreign students, providing practical reference for Chinese teaching and offering strategies and suggestions for Chinese oral learning.

Keywords: international Chinese education; Chinese oral proficiency; international speech organization; Toastmasters; output-oriented approach; complexity; accuracy; fluency