Self-Image Improvement and Iranian EFL Learners’ Oral Performance: Effects on Complexity, Accuracy, and Fluency

Zahra Alimorad,Shiva Yazdani

doi:10.17323/jle.2020.9772

Abstract

The present study intended to investigate the effects of self-image improvement on quality of Iranian EFL learners’ oral productions. To this aim, 30 lower-intermediate university students were randomly divided into an experimental (EG) and control (CG) groups. The main focus in both groups was enhancing the students’ oral performance while only the EG received the treatment via self-image improving techniques. Their self-image was measured with the aid of Offer Self-Image Questionnaire and their oral performance was examined using two parallel IELTS speaking tests before and after the treatment. It was found that by receiving self-image training, participants’ self-image improved, which led to a parallel improvement in their speaking skill. More specifically, the EG improved significantly in oral complexity and two components of oral fluency, MLR and speech rate A. However, regarding oral accuracy and speech rate B, no significant difference was observed between the two groups.

Highlights

The remarkable role of English is ever growing; never has there been a language so widely spoken as English (Crystal, 2003)
The results indicated that the two groups were homogenous in terms of accuracy, complexity, and fluency as well as their self-image at the outset of the study
To examine the effectiveness of self-image psychological training, independent samples t-tests were run on data attained from pre- and post-test administration of the Offer Self-Image Questionnaire (OSIQ) in both the EG and CG

Summary

Introduction

The remarkable role of English is ever growing; never has there been a language so widely spoken as English (Crystal, 2003). Researchers have pointed to the relationship between and the effects of a number of these psychological constructs and the level of S/FL oral proficiency To put it more clearly, studies have been done on the effects of or the relationship between English oral proficiency and self-confidence (Gurler, 2015; Juhana, 2012), learners’ attitudes toward English (Norton & Toohey, 2001; Zeinivand, Azizifar, & Gowhary, 2015), self-esteem (Ahour & Hassanzadeh, 2015; Devi & Qiqiehi, 2016; Koosha, Ketabi, & Kassaian, 2011), anxiety (Mai, 2011; Woodrow, 2006), motivation (Ihsan, 2016; Juhana, 2012), shyness (Al Nakhalah, 2016; Ostovar, Safaee, & Sobhanifar, 2015), fear of making mistakes (Sato, 2003), personality types, introversion /extroversion (Mai, 2011; Meihua, 2012), and self-efficacy (Khatib & Maarof, 2015; Liu, 2013)

Objectives

Methods

Results

Discussion

Conclusion