Using eclectic teaching strategies to develop english speaking skills among EFL preparatory stage students

Abstract EN

This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking skills of second year preparatory stage students.

The researcher adopted the Quasi-experimental design.

The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta.

They were selected randomly and were assigned as the research experimental group.

The treatment was carried out in the first semester of the academic year 2017/2018.

Three instruments were designed and applied in this study, namely a questionnaire to determine the appropriate speaking skills for the participants, a pre-post speaking test to measure the students' speaking skills, a rubric to score the students' performance in the speaking test.

The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking test and to measure the differences in their performance in each speaking sub-skill at (pronunciation, vocabulary, grammar, and fluency).

The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance.

The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking skills effectively.