Enhancing EFL Speaking Skills of Preparatory Stage students and their Motivation through A Program based on Synchronous Computer Mediated communication (SCMC)

نوع المستند : مقالات أدبیة وتربویة

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Abstract
The research aimed to investigate the effectiveness of a program based on using Synchronous Computer Mediated Communication in enhancing EFL student teachers’ speaking skills. The sample of the study consisted of (24) third-year preparatory students at Narmar Language School. Instruments of the study were speaking skills checklist, speaking scoring rubric, pre and post speaking test, and a program based on Synchronous Computer Mediated Communication (SCMC). In this study, the pre and post-test was used for the two experimental and control groups. The results of the study revealed that the experimental group post-test scores in speaking were significantly better than their pre-test. The study group’s gains in these productive skills and the enhancement in their motivation towards speaking are attributed to using the Synchronous Computer Mediated communication (SCMC)-based program designed and implemented by the researcher.
Key Words: SCMC (Synchronous Computer Mediated communication), Preparatory Stage Students (SCMC), EFL Speaking Skills, Motivation.
 
1-      Introduction:
For many years, teaching EFL in Egyptian schools relied on the teacher-centred method. This method increased students’ dependency, lack of motivation, and lack of creativity. It also reduced students’ self-learning, and participation in activities. Students depended only on memorizing and recalling information for passing the exams (Salem, 2007 Ahmed, 2010).
Speaking skills are considered the most important skills among other skills. Every learner seeks to conduct speaking skills (Khamkhien, 2010). Learners feel frustrated when they cannot speak fluently although they have spent years trying to learn English (Rodríguez, 2012). EFL speakers’ lack of interaction inside the classrooms affects their confidence in speaking when they are in a real situation (Hadfield and Hadfield, 2008).

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