Using Dogme in ELT to develop student teachers' Speaking skills and their self-efficacy | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 17, Volume 66, Issue 1, January 2019, Page 423-443 PDF (740.63 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2019.133248 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Heba M. Mohamed Mohamed | ||||
| Abstract | ||||
| The main purpose of this research is to determine the effectiveness of dogme in developing the student teachers' speaking skills as well as their speaking self- efficacy. Two statistical hypotheses were set to guide this research. The research adopted the one group research design to examine the study hypotheses. The participants consisted of (N=44) freshmen students English majors at the faculty of education in Beni Suef. The instruments and materials of the study represent in a pre-post speaking test, and a speaking self-efficacy scale, a checklist of speaking skills, a speaking rubric and ELT dogme . The research results revealed that dogme ELT has an impact on enhancing students' speaking skills as well as their speaking self-efficacy. This research has implications both for researchers conducting classroom-research and language teachers. | ||||
| Keywords | ||||
| Dogme; speaking skills; self-efficacy-speaking selfefficacy | ||||
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