Abstract

The aim of the present study was to develop the English-speaking skills of elementary stage, ESOL students through designing a strategy based on role-playing. The speaking skills test included the sub-skills such as grammar, vocabulary, pronunciation, fluency, and comprehension. The participants of the study were 24 students. The two-group research design was adopted where the control group (12 students) followed the regular class technique and the experimental group (12 students) followed the role-playing strategy. A pre- and post-test of speaking skills was administered to the participants of both groups to measure the effectiveness of the strategy on students’ speaking skills. Analysis of data obtained revealed significance in favor of the experimental group, in the overall speaking skills post-test. Also, it revealed significance in favor of the experimental group, in each speaking sub-skill post-test. Finally, it was concluded that the strategy provided some evidence for the positive effect that role-playing might have in developing the speaking skills of elementary stage ESOL students in Egypt. Based on the results of the study, the researcher provided some recommendations that may help curricula designers in developing means of teaching speaking skills and incorporating role-paying procedures in the students’ text books and teachers’ guides.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

2-1-2017

Submission Date

January 2018

First Advisor

EL-Deghaidy, Heba

Committee Member 1

Zaalouk, Malak

Committee Member 2

Hozayin, Russanne

Extent

109 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Comments

With sincere feelings of gratitude, I would like to appreciate those who supported me throughout my journey. I would like to thank my supervisor. Dr. Heba EL- Deghaidy, who has always been of great help to me; her continuous support, tremendous efforts, advising, comments, and suggestions pushed me forward and enriched this study. Moreover, I would like to thank Dr. Russanne Hozayin and Dr. Malak Zaalouk for their effort in reading the paper and their valuable feedback. Thank you for giving me the chance to challenge myself to complete this study. Special gratitude is extended to The Egyptian American International School, for cooperating and welcoming me with open arms to apply my strategy. Moreover, the jury members, Dr. Manal Mohamed Abdul Aziz, Dr. Amira El- Khater, Dr. Hanah Ahmad Hussien, Ms. Liliane George, and Ms. Maggie, for their remarkable help and addition to this study. I am also significantly grateful to all my family, to my father, Mahmoud Ezz, who always believed in me and inspired me. Thanks for being there for me the whole journey, every step of the way; may your soul rest in peace and may you be proud of what I have achieved. Also, I thank my husband for his encouragement and praise through it all, which enabled me to succeed in accomplishing my goal by pushing myself towards the end no matter what. I am grateful to my brother- and sister-in-law for their inspiration and uplifting support. To my brother and sister, thank you for your patience and motivation. Love and thanks to you all.

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