چکیده

The present study aimed to investigate the effects of using interactive strategies on the speaking skill of Iraqi EFL learners at Babylon University. The participants included 70 EFL intermediate. The participants were randomly divided into control and experimental groups. In the experimental group, the teacher employed Interactive Strategies, such as brainstorming, discussion, storytelling, role-playing, communication games, and information gap activities. As for the control group, there was no variety in the kinds of activities used. In this group, the students were taught traditionally, listening to the dialogues and practicing with their partners, and speaking about the topics given in the textbook in groups or individually. Two speaking tests, taken from IELTS practice tests, were given to the participants to examine their speaking ability before and after the treatment. Each participant was scored based on IELTS speaking band descriptors. To investigate the students attitudes towards their speaking classroom, the participants in the experimental group filled out a questionnaire after the treatment. Independent Samples T-test was used to compare the mean scores of the control and experimental groups. The results showed that there were significant differences in three parts of the post-test speaking test; fluency and coherence, lexical resource, and grammatical range and accuracy, between experimental group and control group, but there was no significant difference in pronunciation between the two groups. The findings obtained from the questionnaire indicated the positive attitude of the participants towards using interaction-based activities in the speaking classroom.

کليدواژه ها

Interactive Strategies, Iraq, EFL learner, speaking performance

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Sura Kem Kem , 1398 , The Effects of Interactive Strategies on Iraqi English Language Learners Speaking Performance: A Case Study of Babylon University , اولين کنفرانس بين المللي مطالعات زبان انگليسي