Abstract
This study investigates different methods for improving speaking skill and compares using traditional methods with using consciousness-raising (CR) tasks. The aim of this study was three fold: (i) to explore whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of self-efficacy, (ii) to examine whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of autonomy, and (iii) to explore Iranian EFL learner’ attitudes towards the effects of using CR tasks on their speaking skill in terms of self-efficacy and autonomy. To achieve these aims, 30 L2 learners studying English at Payam Persa language institute in Zarinshahr were selected, after taking part in an Oxford Quick Placement Test (OQPT), as the participants of the study. They were subsequently divided into two groups of equal size in order to obtain the required data. The study was a quasi-experimental one, which employed a pretest-treatment-posttest design. The experimental group (EG) was exposed to the treatment (i.e., Consciousness-Raising), while the control group (CG) was taught based on the pattern drill practice and traditional methods. The required data were obtained from a Face to Face Oral Placement Test (FFOPT), speaking pretest/posttest, speaking self-efficacy questionnaire, and speaking autonomy questionnaire. The findings showed that using CR tasks had significant effects on the learners’ self-efficacy. Furthermore, using CR tasks had a significant effect on the autonomy of the learners. In addition, the participants had significantly positive attitudes towards using CR tasks for the purpose of speaking self-efficacy and speaking autonomy in language class. The use of CR tasks has many pedagogical benefits for the teachers and they are enjoyable among the EFL learners.
Highlights
According to Sénéchal, Lefevre, Thomas, and Daley (1998), becoming a competent speakers would cause augmented skill in reading and writing as language users become more and more proficient
Iranian EFL learners’ speaking skill in terms of self-efficacy?” To uncover the difference between these two groups regarding their speaking, their speaking pretest scores could be compared via an independent-samples t test, to make sure they were not drastically different with respect to the variable under investigation at the outset of the study
Based on the obtained results of the study, it can be maintained that learning speaking via CR tasks is more effective and beneficial than traditional approaches; though, the effect of traditional approaches cannot be overlooked
Summary
According to Sénéchal, Lefevre, Thomas, and Daley (1998), becoming a competent speakers would cause augmented skill in reading and writing as language users become more and more proficient. As Britton (1993) maintained, it so expressively that “reading and writing float on a sea of talk” 15), and it can be advantageous for learners’ academic achievement along with professional success (Saunders & O’Brien, 2006). In order to realize why some learners are successful while others are not successful enough in achieving their goals, second language (L2) scholars have inspected learners’ perception of the issues that affect L2 achievement. The learners’ sense of self-efficacy has a key role in their learning style (Li, 2017). Learner’s feelings have the same influence on their learning success as their styles and strategies do (Ehrman, 1996). Bandura (1997) maintained that self-efficacy is a type of cognition Learner’s feelings have the same influence on their learning success as their styles and strategies do (Ehrman, 1996). Bandura (1997) maintained that self-efficacy is a type of cognition
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