The Effectiveness of Using Innovative Approaches in Teaching Speaking to Libyan Secondary School Students

• Published in: Maǧallaẗ Kulliyyaẗ Al-Tarbiyyẗ Ǧamiʿaẗ Banhā Vol. 26; no. 103; pp. 1 - 22
• Main Authors: Etomy, Najah El Bashir Ali, Mostafa, Heba, Sheir, Awatef Ali
• Format: Journal Article
• Language: English
• Published: جامعة بنها - كلية التربية 01.07.2015
• Subjects: التعليم الثانوي; المناهج التعليمية; طرق التدريس; ليبيا
• ISSN: 1110-2411
• DOI: 10.12816/0022114

The present research addresses the problem of teaching speaking in the secondary phase for Libyan students. Traditional and activity-based approaches are compared in an attempt to show how innovative approaches are more fruitful. The research is confined to a randomly selected group of students from the Etaf Secondary School, Simian, Libya. The quasi- experimental method was selected. In this direction, the subjects were randomly selected. The randomly chosen group of 20 second-year students from the Etaf Secondary School, Simian, Libya, was divided into two groups: one control group of 10 students, and one Experimental group ot 10 students. Data were collected over an 8 week period in two classes, showing two conditions: Group A known as Control Group (n=10) did traditional speaking exercises only, Group B known as Experimental Group (n=10) did traditional speaking exercises with communicative methods. All EFL learners completed the pretest and posttest. The findings revealed that control group students performed better in the pre- and post-tests according to the innovative methods used.