The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

Abstract

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups. Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.