In the present article, we exemplify an action research study that was carried out to increase students engagement in classroom interactions and also to investigate the effectiveness of three techniques for enhancing students speaking skill. The study was conducted as part of the regular instructional program in a typical high school on 30 elementary language learners. A presentation practice test procedure was followed within a four-phase action research framework. Through a survey questionnaire, we also asked the students for their opinions on each of these teaching techniques. The results of the study indicated that the three techniques (role play, picture description and prepared talk) can effectively contribute to students speaking development. However, subsequent comparisons showed that role play is more effective than the other two techniques. In addition, our survey showed that the students mainly held a positive attitude toward the use of these techniques in their classes. The findings and the pedagogical implications of the study are discussed.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
- پرداخت حق اشتراک و دانلود مقالات اجازه بازنشر آن در سایر رسانههای چاپی و دیجیتال را به کاربر نمیدهد.