Effect of Explicit Communication Strategy Instruction on EFL Students’ Speaking Anxiety and Speaking Performance Based on Debate Technique: Grade 11 in Focus
Keywords:
Explicit Communication, Communication strategy, Speaking anxiety, Speaking performanceAbstract
The purpose of this paper was to investigate if explicit communication strategy has any significant effect on EFL Grade 11Students’ speaking anxiety and speaking performance based on debate technique. The study used Quasi-experimental research design that employed quantitative research approach with research instruments namely questionnaire and rubric scores. The participants of the study were Grade 11 Natural Science Students at Gimbi Special Secondary School in Memorial of Artist Hachalu Hundesa. The setting and participants were chosen based on purposive sampling technique. The existing two intact classrooms of Grade 11 were assigned to control group (N=35) and experimental group (N=35) using random sampling technique. The result of the computed t-test was found to be (t (68) = 5.509, p = 0.000). As the P value is < 0.05, there was statistically a significance difference between the two groups, the value of experimental being less than that of control group. The fact that the mean and standard deviation of experimental group is less than that of control group implies the decrease of speaking anxiety in experimental group denotes the higher performance of speaking. Thus, it was recommended that the intervention of communication strategy instruction be taken into consideration to enhance EFL Special Secondary school students’ speaking performance thereby decreasing anxiety in speaking.
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