speaking activities

Considering the great importance of speaking to EFL learners, teachers have tried to use different teaching techniques to help learners master this skill. One of these techniques is learner-based language teaching. The goal of this study was to investigate the effect of using selected class presentation on the speaking development of EFL learners.  To this purpose, a mixed-methods research was conducted, with both qualitative and quantitative data. The population of the study comprised 66 female EFL students of a language institute in Bandar Abbas. To homogenize them, Nelson Placement Test was administered and as a result, 50 students whose score were around the mean were selected as the pre-intermediate participants of the study. They were randomly assigned to two equal, experimental (EG) and control groups (CG). The experimental group was exposed to treatment by the teacher, while the control group was taught through traditional speaking method.  A standard speaking test was used as both pre-test and post-test. The results obtained from the statistical analysis of the participants’ scores in pre-test and post-test revealed that using selected class presentation in the class has considerable impact on the improvement of learners’ speaking performance. This finding shows that emphasizing on the role of the learners by involving them in suitable the speaking tasks can positivity affect their Oral language output.

Since the emergence of Communicative Language Teaching (CLT), textbooks in Second Language Acquisition (SLA) have sought to align with its principles in order to gain wider acceptance and credibility. On the other hand, enhancing speaking skills within the school context in Iran has become a pressing demand. A critical component in facilitating the attainment of this ambitious objective is the effective development and utilization of appropriate instructional materials. This study seeks to critically evaluate the efficacy of Vision 1, a domestically developed coursebook implemented in Iranian high schools, in comparison to the international standard exemplified by Solutions Elementary (E.). To this end, four evaluative criteria were utilized: the communicative nature of speaking tasks, alignment with the Weak or Strong version of CLT, the type of prompts used for eliciting speaking, and the frequency of speaking activities.  Methodologically, content analysis was conducted, and the degree of inter-coder agreement was quantified using Cohen’s Kappa. Subsequently, the obtained data underwent statistical scrutiny, encompassing both descriptive and inferential statistical analyses. Non-parametric Chi-square goodness-of-fit tests were employed to discern statistically significant disparities between the two textbooks concerning the specified criteria. Outcomes indicated significant differences in all the four criteria used. Overall, Solutions E. exhibited superiority over Vision 1 in terms of both quantity and diversity of speaking activities. The activities in Solutions E. are more communicatively oriented, fostering willingness to communicate in the target learners. Recommendations were posited to ameliorate Vision 1, particularly in the sphere of speaking skill development in Iranian context.