The impact of triple Ps on developing oral fluency for elementary EFL classes

Abstract EN

This is a qualitative and quantitative action exploratory research conducted at a private school in Lebanon.

The purpose of this work is to suggest activities/ methodologies, which encourage fifth graders to engage in an extensive speaking program, and to discover if such implemented methodology such as presentation practice production (PPP) positively influenced students’ speaking skill.

Data were collected from teachers’ interviews, and pre/post study questionnaires distributed to 30 learners who were equally and randomly assigned into two groups (experimental and control).

Data were, also, retrieved from pre/post speaking tests, and questionnaires addressed to students’ parents under experiment.

Results revealed that 63% of students in the experimental group progressed in their speaking skill and were able to freely voice their minds.

These findings may help educators to dedicate sufficient time for speaking sessions and to create motivating activities such as role play/drama to develop students’ communicative competence and their opportunities to practice English speaking more.