The effect of eclectic teaching strategies on enhancing English speaking confidence 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 EFL speaking confidence of second year preparatory stage students.

This study 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.

Two instruments were designed and applied in this study, namely speaking confidence rubric to assess the students' improvements in their speaking confidence, and an observation sheet to describe the students' speaking confidence.

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 confidence observation sheet.

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 confidence.