The effect of simulation-based instructional program on speaking performance of EFL Jordanian female learners

Abstract EN

This study examines the effect of a simulationbased instructional program on Jordanian EFL first secondary grade female students’ speaking performance.

it is an attempt to answer if there are any statistically significant differences in the students’ speaking performance attributed to the simulation-based instructional program on the post-test mean scores.

a total of 40 participants were assigned randomly into two groups, the control group and the experimental group at al-Mazar secondary school for girls in southern al-Mazar directorate of education, Jordan during the first semester of the academic year 2021/2022.

for data collection, a pre/post speaking test and a rating scale were used.

the collected data were analyzed using proper statistical measures such as one-way ANCOVA.

the results revealed that the simulation-based instructional program had a significant effect on the five skills of the speaking performance pronunciation, vocabulary, grammar, fluency and comprehension in favor of the experimental group.

the researcher recommended conducting training workshops on simulation and simulation-based instructional programs for EFL teachers.

in addition, simulation techniques should be infused into the speaking activities in the textbooks.