Investigating the Effect of a Proposed Strategy on Enhancing EFL Speaking Skills in Large First-year Secondary School Classes

نوع المستند : المقالة الأصلية

المؤلفون

Department of Curriculum and Instruction Ain Shams University, Faculty of Education, English department -private

المستخلص

This study examines the efficacy of two pedagogical approaches – shadowing and task-based learning (TBL)
– in developing English speaking competencies among first-year secondary students in overcrowded
classroom contexts. The research emerged from the persistent challenge observed in Egyptian public schools
where, despite years of English instruction, students graduate with limited oral proficiency, particularly in
large-class settings that restrict individual speaking opportunities and amplify psychological barriers to
communication. Conducted at El-Khalifa El-Ma’amoun Official Secondary Language School with a cohort
of 35 students, the investigation employed an action research methodology combining quantitative and
qualitative measures, including pre- and post-intervention assessments, structured classroom observations,
and student perception surveys.
The findings revealed substantial improvements across multiple dimensions of speaking ability following
implementation of the targeted strategies. Students demonstrated notable gains in phonological precision, particularly in mastering challenging English phonemes such as the interdental fricatives. Oral fluency
metrics showed remarkable progress, with average speech rates increasing from 18 to 32 words per minute.
Perhaps most significantly, classroom dynamics underwent a transformative shift, as evidenced by
participation rates soaring from 20% to 65%, reflecting students’ growing confidence and reduced anxiety
about speaking in the target language.
These outcomes suggest that the complementary nature of shadowing and TBL addresses both the
mechanical and affective aspects of language acquisition. Shadowing provided the structured, repetitive
practice necessary for developing articulatory precision and automaticity, while TBL created authentic
contexts for communicative application. Together, these approaches fostered a classroom culture that
normalized the error-correction process and prioritized meaningful interaction over grammatical perfection.
The study carries important implications for EFL pedagogy in resource-constrained environments. It
demonstrates that strategic methodological interventions can mitigate some challenges posed by systemic
limitations, offering teachers practical techniques to enhance oral proficiency even in large-class settings.
Furthermore, the research underscores the critical interplay between linguistic development and
psychological factors in second language acquisition. Future investigations might explore longitudinal effects
of these interventions or their applicability across different age groups and proficiency levels within similar
educational contexts.

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