Hadjer SAOULA (2024) Investigating the Impact of Interactive Speaking Activities on EFL Learners’ Fluency and Accuracy The Case of First-Year LMD Students of English at Souk-Ahras University.. University of Souk Ahras
Scientific Publications
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Abstract
Abstract
The current research seeks to investigate how using interactive speaking activities can improve the fluency and accuracy of EFL students in the language learning process. It also aims to develop their communicative skills during oral performance, helping them overcome challenges faced in EFL classes. Aiming to evaluate the primary hypotheses, this descriptive and explanatory research adopted a mixed-method approach in collecting both quantitative and qualitative data. The researcher utilized two principal instruments: a questionnaire administered to first-year LMD students at the Department of English, Souk-Ahras University, and a non-participant observation conducted during the second semester (2024) with first-year students over eight sessions during the \"Oral Expression and Comprehension\" course. The accumulated data elucidated that the implementation of interactive speaking activities as a pedagogical technique exerted a positive impact on Algerian EFL students\' learning, proving beneficial for developing EFL learners\' fluency in speaking, as they facilitated the application of theory into practice for meaningful communication during class. Nevertheless, to enhance accuracy, these activities should be complemented with focused instruction, personalized feedback, and strategies to address common language errors.
The current research seeks to investigate how using interactive speaking activities can improve the fluency and accuracy of EFL students in the language learning process. It also aims to develop their communicative skills during oral performance, helping them overcome challenges faced in EFL classes. Aiming to evaluate the primary hypotheses, this descriptive and explanatory research adopted a mixed-method approach in collecting both quantitative and qualitative data. The researcher utilized two principal instruments: a questionnaire administered to first-year LMD students at the Department of English, Souk-Ahras University, and a non-participant observation conducted during the second semester (2024) with first-year students over eight sessions during the \"Oral Expression and Comprehension\" course. The accumulated data elucidated that the implementation of interactive speaking activities as a pedagogical technique exerted a positive impact on Algerian EFL students\' learning, proving beneficial for developing EFL learners\' fluency in speaking, as they facilitated the application of theory into practice for meaningful communication during class. Nevertheless, to enhance accuracy, these activities should be complemented with focused instruction, personalized feedback, and strategies to address common language errors.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5057 |
| Date Deposited | 2024-07-04 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5057 |