The Effect of Extra-curricular Activities on the Development of Saudi Secondary-School EFL Students' Oral Performance in Al-Namas Province as perceived by EFL Teachers

Khalid Ahmad Hindi Al-Omri , Mamdouh Ali Ahmed

doi:10.26389/ajsrp.k010818

Abstract

The study purpose was to determine the impact of extra-curricular activities on the improvement of EFL students' oral performance in Saudi secondary-schools, Al-Namas Province as perceived by EFL Teachers. In addition, identify the significant relationship at level (α ≤ 0.05) between the effect of extra-curricular activities adapted in Saudi secondary schools, and the oral performance of the students by the EFL teachers perspective. The study depended on a qualitative approach. The study population was EFL teachers working at secondary-school in Al-Namas Province, Saudi Arabia, and the researcher selected a random sample with size (50) of EFL teachers from secondary-schools. Research results was as follow: there is a positive correlation between the effect of extra-curricular activities adapted in Saudi secondary schools, and the oral performance of the students from the perspective of EFL teachers; there is no statistically significant differences in the correspondent of the sample at level (α = 0.05) in the effect of extra-curricular activities on the development of Saudi secondary-school ELF students' oral performance due to Qualification; Extra-curricular activities help students increase their vocabulary. the study provided many recommendations: school management must organize programme's for extra-curricular activities inside school; school management be supposed to use high academic performance condition for allowing students to participate in extra-curricular activities; and students should be free to decide which curricular activities to participate in.

Highlights

Many foreign language learners (EFL) study a foreign language wishing to become fluent and accurate, including using a range of sophisticated structures and vocabulary
Is there a significant relationship at level (α ≤ 0.05) between the effect of extra-curricular activities adapted in Saudi secondary schools, and the oral performance of the students from the perspective of English as a Foreign Language (EFL) teachers?
Identify the significant relationship at level (α ≤ 0.05) between the effect of extra-curricular activities adapted in Saudi secondary schools, and the oral performance of the students by the EFL teachers perspective

Summary

Introduction

Many foreign language learners (EFL) study a foreign language wishing to become fluent and accurate, including using a range of sophisticated structures and vocabulary. Second language acquisition (SLA) specialists are still unsure of what makes up the myriad factors that contribute to second language (L2) proficiency, in order to and develop oral fluency and accuracy (proficiency), a lot of researchers focused on the impact of extracurricular activities on students’ performance in class and other skills important for everyday life (Tchibozo, 2007; Campbell, 1973), these activities have become an inseparable part of the context of second language teaching and learning in secondary schools environments in all the world. Oates and Hawley in (1983) suggested involving the local native speakers of the target language in introducing extra-curricular activities, for example, he applied meetings, recorded interviews, role playing, evening gathering of people, skits, individual introductions, magazines and language occasions. The findings proved that the extra-curricular activities were just as necessary for building academic and social skills as the regular classes (Eccles, 2003; Marsh and Kleitman, 2002). Some examples of activities beyond the school day may include pro-social activities such as parties, sport and arts activities, and in-school interactions may include intramurals activities, and students unions

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