Ali, H. (2021). Using a Program Based on Online Debate to Develop EFL Majors' Speaking Skills and Reduce their Speaking Anxiety. CDELT Occasional Papers in the Development of English Education, 76(1), 169-203. doi: 10.21608/opde.2021.226280
Hoda Ali Ali. "Using a Program Based on Online Debate to Develop EFL Majors' Speaking Skills and Reduce their Speaking Anxiety". CDELT Occasional Papers in the Development of English Education, 76, 1, 2021, 169-203. doi: 10.21608/opde.2021.226280
Ali, H. (2021). 'Using a Program Based on Online Debate to Develop EFL Majors' Speaking Skills and Reduce their Speaking Anxiety', CDELT Occasional Papers in the Development of English Education, 76(1), pp. 169-203. doi: 10.21608/opde.2021.226280
Ali, H. Using a Program Based on Online Debate to Develop EFL Majors' Speaking Skills and Reduce their Speaking Anxiety. CDELT Occasional Papers in the Development of English Education, 2021; 76(1): 169-203. doi: 10.21608/opde.2021.226280
Using a Program Based on Online Debate to Develop EFL Majors' Speaking Skills and Reduce their Speaking Anxiety
The current study aimed at examining the impact of a program based online debate on developing second-year languages and translation students' EFL speaking skills and decreasing their speaking anxiety. The study adopted a quasi-experimental design. One experimental group of 26 EFL students at second-year Faculty of Languages and Translation in the academic year 2020/2021 was randomly chosen to participate in the study. They received the online debating training program treatment via Microsoft teams. To determine the necessary speaking skills to be enhanced through the treatment, a checklist was designed, and the speaking skills were approved by the jury members. Based on these skills, a speaking test was developed and used as a pre-post test. In addition, an EFL speaking anxiety scale was designed and approved by the jury members to measure the students' level of speaking anxiety in English language classes before and after the treatment. The t- test was used for the statistical analysis of data. Results showed that there was a statistically significant difference between the mean scores of the experimental group in the pre- and post-test in overall speaking skills and each sub-skill, favoring the post-test scores. There was also a statistically significant difference between the mean scores of the experimental group in the pre- and post-administrations of the EFL speaking anxiety scale, favoring the post-administration. Therefore, the online debate based program was effective in developing EFL majors' speaking skills and reducing their speaking anxiety.
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