Enhancing EFL interaction and fluency skills among secondary school students through the use of a self-efficacy based program

Abstract EN

This study aimed at enhancing secondary school students’ EFL interaction and fluency skills through the use of a suggested self - efficacy based program.

The researchers hypothesized that the suggested program would develop the students’ interaction and fluency skills via raising their speaking self-efficacy.

A speaking self-efficacy scale was prepared to measure students' beliefs about their ability to interact orally and fluently in English language.

An English language speaking test was prepared by the researchers to test students' interaction and fluency skills.

After that, the suggested program was prepared.

This program consisted of 17 sessions.

In addition, the subjects of the study were randomly chosen from two first year classes at El-Shimaa Secondary school for girls and Benha Secondary school for girls.

The study sample comprised (N=43) students for the experimental group and (N=36) students for the control group.

Both groups were nearly at the same age and level of EFL speaking self-efficacy and interaction and fluency skills as indicated by the pre-assessment.

The experimental group students were taught the suggested program .This program was taught within the framework prescribed by the Ministry of Education for first year secondary school students in governmental schools.

After that the speaking self-efficacy scale and the speaking test were administered to each group.

Data of the speaking test was audio-taped and transcribed.

Findings were dealt statistically through the SPSS (Statistical Package for the Social Science) program.

T-value, means, standard deviation and degree of freedom were calculated.

It was found that the experimental group achieved more gains in their EFL speaking self-efficacy and interaction and fluency skills than the control group in the post-assessment.

To sum up, the suggested program is effective in developing experimental group students' speaking self-efficacy and interaction and fluency skills.

Accordingly, results were consistent with the researchers’ hypotheses.

Some important implications and recommendations for further studies were suggested