الفهرس | Only 14 pages are availabe for public view |
Abstract The current study investigated the effect of a designed program based on animated films to develop third-year English student teachers’ speaking skills. The participants of the study were a group of thirty English student teachers at Faculty of Women for Arts, Science and Education, Ain Shams University. The required verbal and non-verbal speaking skills for the experimental group were identified and approved by a jury of EFL and linguistics specialists. The treatment lasted approximately for one semester and followed one group preposttest design in which the researcher employed both qualitative and quantitative research methods. Tools included, a pre-post speaking test, two rubrics for measuring the verbal and non-verbal speaking skills and finally a follow-up questionnaire. The results showed that there was a statistically significant difference between the results of the pre and posttest in favor of the posttest, which indicates the effectiveness of the treatment. The designed program showed a large effect size of (0.91) and effectiveness ratio of (1.23) developing the verbal and non-verbal speaking skills of participants. The study has proven to have a positive effect on developing the verbal speaking skills of student teachers in general, as well as its sub-skills including; phonetic skills, lexical skills, grammatical skills, fluency and accuracy. In addition, the study showed a positive impact on developing the overall non-verbal speaking skills, as well as its sub-skills including; eye-contact, body language, facial expressions and gestures. Keywords: verbal speaking skills, non-verbal speaking skills, communicative approach, and animated films. |