The effect of turn-taking strategies on pupil's communicative competence

Abstract EN

The current study aims at investigating the effect of turn-taking strategies on fostering EFL Iraqi preparatory pupils' communicative competence and identifying Iraqi preparatory pupils' level of communicative competence.

“To conduct the study and fulfill its aims, the following hypotheses are set”: 1.

“There is no statistically significant difference between the mean score of the experimental group which is taught by turn-taking strategies and control group which is taught by the conventional strategy in communicative competence”.

To achieve the aim and confirm the hypotheses, the experimental designwhich is Non- Randomized Experimental Group Pretest- Posttest Design.

The sample is current study consists of (70) pupils in the fifth scientific stage, derived from two schools chosen from AL- Aqeeda and Om AL-Muamneen schools “for girls”.

The sample consists of two sections, section (A) randomly chosen to be the experimental group from AL-Aqeeda school, section (B) “has randomly chosen to be the control group from Om AL-Muamneen schools”.

Each section consists of (35) pupils.

Both groups have been equalized in such variables from educational level of parents, testees age, English grades achievement in fourth stage, and the post the pre- test of both groups.

The experiment lasted three months, the researcher has taught the two groups during the academic year 2019-2020.

“To analyze the obtained data, different statistical means have been used many T-test, weighted mean and percentile mean to measure the pupils' communicative competence”.

“After the statistically treatment” of the data, the result reveal that: 1.

Teaching pupils by using turn-taking has proved it is effectiveness in raising pupils' communicative competence level.

Based on the results, the obtained conclusions in this study, appropriate “recommendations, and suggestions for further studies are put The current study aims at investigating the effect of turn-taking strategies on fostering EFL Iraqi preparatory pupils' communicative competence and identifying Iraqi preparatory pupils' level of communicative competence.

“To conduct the study and fulfill its aims, the following hypotheses are set”: 1.

“There is no statistically significant difference between the mean score of the experimental group which is taught by turn-taking strategies and control group which is taught by the conventional strategy in communicative competence”.

To achieve the aim and confirm the hypotheses, the experimental designwhich is Non- Randomized Experimental Group Pretest- Posttest Design.

The sample is current study consists of (70) pupils in the fifth scientific stage, derived from two schools chosen from AL- Aqeeda and Om AL-Muamneen schools “for girls”.

The sample consists of two sections, section (A) randomly chosen to be the experimental group from AL-Aqeeda school, section (B) “has randomly chosen to be the control group from Om AL-Muamneen schools”.

Each section consists of (35) pupils.

Both groups have been equalized in such variables from educational level of parents, testees age, English grades achievement in fourth stage, and the post the pre- test of both groups.

The experiment lasted three months, the researcher has taught the two groups during the academic year 2019-2020.

“To analyze the obtained data, different statistical means have been used many T-test, weighted mean and percentile mean to measure the pupils' communicative competence”.

“After the statistically treatment” of the data, the result reveal that: 1.

Teaching pupils by using turn-taking has proved it is effectiveness in raising pupils' communicative competence level.

Based on the results, the obtained conclusions in this study, appropriate “recommendations, and suggestions for further studies are put forward”.