چکیده:
This study aimed to investigate the impact of pre-speaking activities on
Iranian intermediate English as a Foreign Language (EFL) learners’ oral
performance. The study followed a quasi-experimental design in which
subjects of the study were non-randomly selected. Oxford Placement Test
(OPT) was used to select 100 intermediate EFL learners as the main sample.
Then they were divided randomly into two experimental and control groups.
Prior to the treatment, participants of both groups were given a pretest of
speaking to ensure their speaking ability. After a treatment of pre-speaking
activities to members of the experimental group, a posttest of speaking was
administered to seek the effect of it. A t-test was run to examine the
difference between the mean scores of each group in posttests. It was found
that there was a statistically significant difference between the experimental
and the control group. That is, the experimental group outperformed the
control group in oral performance.
خلاصه ماشینی:
Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran Received: 4 April 2019 Revision: 30 May 2019 Accepted: 17 June 2019 Published online: 20 June 2019 Abstract This study aimed to investigate the impact of pre-speaking activities on Iranian intermediate English as a Foreign Language (EFL) learners’ oral performance.
Given the importance of engaging learners in active learning, pre-speaking activities were thought of as an effective alternative to bring learners’ reality to the classroom to improve oral performance.
com Volume 4, Number 2, June 2019 {مراجعه شود به فایل جدول الحاقی} Pre-speaking activities do not have any impact on Iranian intermediate EFL learners’ oral performance.
Finally, Zare Behtash, Saed, and Zare Behtash (2017) performed a study on the impact of role-playing tasks on the speaking ability of Iranian pre-intermediate English for Specific Purposes (ESP) learners.
The hypothesis of this study which targeted the impact of pre-speaking activities on Iranian intermediate EFL learners’ oral performance was rejected.
Moreover, the findings of this study may be beneficial for curriculum developers and syllabus designers who provide teaching materials for Iranian English learners to pay more attention to learners’ needs and include more pre-speaking activities in text books.
7. Conclusion The aim of the study was to investigate the effect of pre-speaking activities on Iranian intermediate EFL learners’ oral performance.
According to the findings of this study, it was concluded that pre-speaking activities have a positive impact on Iranian learners’ oral production.