The effect of a proposed remedial design to enhance English speaking skills for Sinai institute for specific studies students

Abstract EN

The present study aimed at investigating the effect of using a proposed remedial design on the development of English speaking skills of Sinai Institute for Specific Studies Students (henceforth SISSS).

The study adopted the quasi-experimental design of two groups: experimental and control.

The participants of the study were freshmen SISSS, in the academic year 2019/2020.

Then, they were randomly assigned into two groups, an experimental group (n = 35 students) and a control one (n = 35 students).

Having approved the necessary English speaking skills for the SISSS by a jury of EFL experts, a speaking test was developed and used by the researcher as a pre-posttest.

The experimental group received training through the proposed remedial design, while at the same time, the control group continued to study the content in the traditional way.

Data were collected and treated statistically using SPSS.

The study results indicated that there was a statistically significant difference between the mean scores of the experimental group (taught through the remedial design using task-based activities) and the control group (taught traditionally) on the posttest in the overall speaking skills for the experimental group.

They also revealed that there was a statistically significant difference between the mean scores of the experimental group in the pre- and the posttest in the overall speaking skills favoring the post scores.

It was concluded that the proposed remedial design was effective in enhancing English speaking skills of SISSS.