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The People’s Democratic Republic of AlgeriaMinistry of Higher Education and Scientific Research

Abderrahmane Mira University, BejaiaFaculty of Arts and Languages

Department of English

The Effect of Oral Communication Strategies Instruction on EFL Learners’ Speaking Anxiety during Oral Sessions

Case study: Third Year LMD, LSD Students at the Department of English, at the University of Bejaia

A Dissertation Submitted in Partial Fulfillment for the Requirement of the Master Degree in Didactics of English

Submitted by: Ms. Ouacila AIT ELDJOUDI

Members of the JuryChair: Dr. Nadia AHOUARI –IDRI

Supervisor: Mr. Chafa OUALI Examiner 1: Mrs. Linda KHENOUNE- GHOUT

June 2015

Variables of the Title

Four Compensation strategies

Third year LMD students’ speaking

anxiety

Independent Variable Dependent Variable

Outline of the presentation General IntroductionStatement of the problem Research questions HypothesisStrategies choice Reseach Goals Significance of the studyMethodology and research designStrategies implementation instruments Discussion of The major findings Limitations, Implications and Suggestions

IntroductionLearning a foreign language requires a mastery of four skills notably,

reading, writing, listening and speaking. The latter skill, i.e speaking, is hampered by psychological factors most importantly anxiety which render learners unwilling to communicate despite their language competence whether at its beginning state or agravated one.

Therefore, many researchers have suggested anxiety reducing remedies, for instance, Cutrone (2009) propounded a stride toward a less evaluative classroom environment (i.e self-feed learning) wherby learners speak freely. Likewise, Madj (2014) testified the teaching of communication strategies and its impact on the EFL learners’ motivation and anxiety level.

To this effect, communication strategies instruction would probably serve the need of reducing EFL learners’ speaking anxiety and helping them fill their vocabulary gap while attempting to vocalise the target tongue.

Statement of the Problem

From the problem discovery questionnaire distributed to the third year students, we found that 58,87% of the student-participants complained about the complexity of speaking skill which can be attributed to linguistic and psychological factors according to the previous researchrs’ findings (e.g, Boughandura, 2012).

Also, the majority of them recourse to avoudance strategies that are grouped among the inappropriate or anxiety showing strategies. For instance, they use a lot of fillers (emm) and the mother tongue while communicating in English.

Research Questions

1.Would the student-participants who are taught specific communication

strategies show less speaking anxiety than those in the control group?

2.Is teaching communication strategies a practical way of reducing students’ speaking

anxiety?

3.What are the students’ attitudes towards

communication strategies’ instruction?

Hypothesis

If oral teachers train learners to use the appropriate communication strategies,

then learners would probably feel less anxious during oral sessions

Strategies Choice We selected the strategies to train our learners on according to

the claims of Dorneyei (1995) and Oxford (1990). The strategies are as follows:

1.Circumlocution 2.Appeal for help 3.Approximation

4.Non-linguistic means

Research Goals The aim behind the contribution of this

work is of threefold:

Finding out the effect of teachinng compensation strategies on EFL learners’speaking anxiety

Consolidating learners’ strategic competence

Verifying the importance of teaching communication strategies and implementing them to classroom

speaking activites

Significance of the Study This study would probably provide helpful keys for the EFL

community in as far as speaking skill is concerned. First, rises the learners’ awareness towards the importance of

using communication strategies to: *avoid communication breakdown*diminish their feeling of anxiety *improve their language repertoireSecond, presents for the teachers some procedures of how

teaching and implemnting communication strategies in the speaking class.

Third, gives an insight for syllabus designers on the importance of designing a speaking curriculum containing communication strategies’instruction.

Research Design Quasi-experimental Reseach Design

CONTROL GROUPSUB-GROUP A

FOCUS GROUP SUB-GROUP B

A hybrid Methodology QUANTITATIVE QUALITATIVE

Pre-post Test

Learners’ Speaking

Log

Focus Group

Interview

Pre-test Comparative Results

fear of negative evaluation

test anxiety communication apprehension

overall

2.7 2.6 2.6 2.6

1.1 1.1 1.1 1.1

2.92.6 2.6 2.7

1.1 1.1 1.1 1.1

Mean CG Std, CG Mean EG Std, EG

Treatment

1.Circumlocution 2.Appeal for help 3.Approximation

4.Non-linguistic means

Post-test Comparative Results

fear of negative evaluation test anxiety communication apprehension overall

2.9

2.4

2.9

2.7

1.1 1.1 1.1 1.1

3.54

3.043.17

3.25

1.01 1.04 1 1.02

Mean CG Std, CG Mean EG Std, EG

Strategies’ Implementation Instruments

Recording Materials

Classroom Observation Checklist

Pictures and Handouts

Audio-taped students’ performances Video-taped students’

performances

The Major Findings First, third year LMD students showed less feelings of anxiety in

comparison to the students in the control group Second, communication strategies instruction can be cosidered as a

practical way of diminishing speaking anxiety according to the results Third, third year students welcomed positively the training programme

with the last expression saying ‘we want additional sessions’. Fourth, they slightly developed their strategic competence and

vocabulary as well.Finally, the how the selected strategies are taught play a prominent role

in students’ speaking anxiety reduction.

All in all, our hypothesis is confirmed with the intersting results obtained from the analysis of the quantitative and qualitative data instruments.

Limitations of the Study

External Internal

• Little scoped sample• Short training period.

• Only four Strategies are selected.

• Honesty of the students’ answers

• Motivational problems • Training procedures

issues

Pedagogical Implications

DEVELOPING STUDENTS’ LINGUISTIC AND DISCOURSE COMPETENCE

ADOPTING COOPERATIVE LEARNING TECHNIQUES TO TEACH SPEAKING

ADOPTING PROBLEM-BASED LEARNING TO TEACH OTHER COURSES.

Recommendation for Further Research

Fishing For Other Specified Techniques For Teaching Oral Communication Strategies

Testifying The Importance Of Teaching Communication Strategies On EFL Learners Vocabulary Growth

Adopting A True Experimental Research Design For A Replication Of The Study At Hand With A Large Scoped Sample.

Third Year Students’ Additional Speaking Issues

Pronunciation Vocabulary Grammar

Conversation Gambit.

Thank You For Your Attention

The End

MY FREIND IS A BOOK

MY ENEMY IS A FREIND