الفهرس 
Background and Problem
The Pilot StudyOnly 14 pages are availabe for public view
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Abstract
This chapter is devoted to present the summary and conclusion of applying the study that have been carried out as well as presenting the findings, recommendations and suggestions for further research that are based on analyzing the results of the study.
5.1. Summary of the study
The ability to use language to communicate across different cultures has become one of the most important skills that should be there for the 21st century students. One of the major challenges that teachers encounter with English Language Learners (ELL) centers on the development of oral language. Throughout the researcher’s experience in teaching English for about 15 years, it was clear that there are lack of opportunities for students to use the language to communicate effectively. This problem may be regarded to traditional ways of teaching English depending on memorization, learning grammatical rules and doing writing exercises. Also teachers‘ neglect to urge their students to communicate and to do activities that require oral language communication.
As a result of having this problem of poor oral language performance level among our students in Egypt, the current study was executed to try to suggest a convenient solution to the problem through investigating the effect of using some kinesthetic activities on developing EFL students’ oral performance.
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The study was a one group design in which the researcher adopted the quasi experimental design with a pre - post test for one group from 6th primary students at Hassan Abu Bakr Governmental Language School. The program took about 36 hours. The study attempted to answer the following main question:
What is the effect of using kinesthetic activities on developing the students` oral language performance?
To be more specifically to answer this question, the following sub questions needed to be answered:
1- What is the existing level of the oral language performance for the sixth Year Primary Governmental Language School students?
2- What are the suggested kinesthetic activities that can be used to develop oral Language performance aspects for the sixth Year Primary Governmental Language Stage students?
3- What is the difference of the oral language performance level for the sixth Year Primary Governmental Language School students before and after applying the program?
In order to answer the first question, the researcher designed a pretest to assess the experimental group members` oral language performance level.
To answer the second question the researcher made a plan of the suggested kinesthetic activities that would be carried out in teaching to the experimental group to help in developing the students’ oral language performance. These activities were discussed in details in chapter two.
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To answer the third question, the same pretest was given to the experimental group after applying the suggested program, then the researcher calculated the difference between the students’ oral performance level before and after applying the program. The results showed that the oral performance level of the experimental group members after applying the program was remarkably higher than their level before application.
Having the answers of the three sub questions and reaching the deduction of the positive effect of using kinesthetic activities on developing the students` oral language performance, the main question was answered.
5.2. Conclusion
The data gathered from this study were used to investigate the impact of kinesthetic activities on developing the students’ oral language performance and throughout analyzing the results of these data, it could be concluded that:
- Using kinesthetic activities had a positive effect in developing the students ‗oral language performance.
- Kinesthetic activities had obviously achieved positive attitudes and remarkable courage from the students to use the language in free conversations.
- An important consideration was the developmental level of the participants and their highly noticed willingness to engage in communicative activities that depended on using the language in real life situations.
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5.3. Recommendations
As a result of the attained results and conclusions of the current research, the researcher is suggesting the following recommendations:
5.3.1. Recommendations to Teachers
1- Teachers should be aware of the importance of creating a rich and interactive learning environment besides being able to implement kinesthetic activities into the learning process so as to attain not only students’ health benefits but also increasing their language practice.
2- It is important for teachers to comprehend and be aware of the importance of developing oral language performance for their students through affording all the possible opportunities for oral language practice inside and outside the classroom.
3- Teachers should encourage shy students to participate orally using
different kinesthetic activities that depend on team work.
4- Teachers need to do more efforts to train their students on developing oral language components in an interesting and motivational technique.
5- Teachers should continuously motivate their students and encourage them to communicate in English, make competitions and prizes for distinguished competitors and praise their achievement in public and in the school English broadcast.
5.3.2. Recommendations for curriculum developers
The researcher hopes that the curriculum developers would make use of result of the study on designing the curriculum, so as to include variety of kinesthetic activities that are integrated into the learning process to provide the students with opportunities to develop their oral language performance level in an active and attracting way.
5.4. Suggestions for Further Studies
In the light of applying this study and throughout its results, there are some further research that are suggested to be investigated, including the following:
1- Conducting other studies similar to the present study in the preparatory and secondary stages.
2- Conducting more studies on the importance of kinesthetic intelligence and integrating sports into learning English.
3- More studies that use the same idea of using kinesthetic activities in learning English but to develop other language aspects such as writing or reading performance.