Investigating the Effect of a Proposed Strategy on Enhancing EFL Speaking Skills in Large First-year Secondary School Classes | ||
| البحوث التطبيقية في العلوم والانسانيات | ||
| Volume 2, Issue 1, 2025, Pages 255-283 PDF (970.52 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/aash.2025.452394 | ||
| Authors | ||
| Rana Saad Mohamed Abd El-Hamid; Rawan Mohamed Zaki , Abd Elaziz; Rawan Waleed Mohamed Abd El-Hafiez; Reem Hassan Elsayed Ahmed; Riham Khaled Sayed Khalil; Roaa Khalid Said Mohamed; Zeinab Shafey Abd Elaziz Shafey; Ramadan Farid | ||
| Department of Curriculum and Instruction Ain Shams University, Faculty of Education, English department -private | ||
| Abstract | ||
| 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. | ||
| Keywords | ||
| Large Classes; EFL Language Skills; Proposed Strategies; and First-Year Secondary School | ||
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