Developing EFL Speaking Skills through using a Beyond-Constructivism Paradigm Based Program | ||||
| مجلة کلية التربية بالمنصورة | ||||
| Article 19, Volume 112, Issue 5, October 2020, Page 78-99 PDF (974.46 K) | ||||
| Document Type: مقالات أدبیة وتربویة | ||||
| DOI: 10.21608/maed.2020.199387 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| اميرة Ù…Øمد السعيد السعيد* | ||||
| Abstract | ||||
| Abstract The aim of this study was to develop primary stage pupils’ EFL speaking skills through using a beyond-constructivism paradigm based program proposed by the researcher. The program integrated listening, speaking and technology. To fulfill the purpose of the study, the following instruments were constructed; a speaking skills checklist to determine the most important speaking skills for primary stage pupils, a speaking skills test for assessing the performance of the 6th grade primary stage pupils with a rubric to score the test. Different listening and speaking techniques such as listening tracks, online videos, multimedia reflective activities, etc. were incorporated in the program. The study adopted the quasi-experimental design using a pre- post two independent groups design. Two intact classes were selected randomly to represent the experimental and the control groups (N=70). The program lasted for 6 weeks (2 sessions per week, 45 min. each). The study results revealed that there was a statistically significant difference at 0.01 level between the mean scores of the control and experimental groups on the post test in favor of the post one. The results also revealed that the proposed beyond constructivism paradigm program proved to be effective in developing sixth grade primary pupils’ EFL speaking skills. Finally, it was recommended that further research should be conducted related to using programs based on a beyond constructivism paradigm and developing preparatory stage pupils' speaking skills. | ||||
| Keywords | ||||
| Developing EFL Speaking Skills through using a Beyond; Constructivism Paradigm Based Program | ||||
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