The Effect of Pre-speaking Tasks on Learning Oral Performance at the Intermediate Level

This study investigated the effects of pre- speaking tasks on Iranian intermediate EFL learners’ oral production including accuracy and fluency. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 participants whose scores were between 40 and 47 were selected. The participants were at the intermediate level. Then, the participants were divided into two groups: one experimental group and one control group through non -random convenience sampling method. Then they were given three topics to talk about in two minutes as a pre-test. Afterwards, the experimental group received the treatment through pre-speaking tasks including question and answer tasks, brainstorming and peer discussion and the control group received traditional activities like talk on the topics and giving the word definitions. During six sessions, the pre-speaking tasks were taught and in the last session, the two groups took the speaking post-test. Data were analyzed through independent and paired samples t -tests and the results indicated that the experimental group outperformed the control group on the post-test. In other words, there was a significant difference between the post-test of the two groups. The implications of the study suggest that the English teachers should prepare speaking tasks before dealing with the topics for discussion to provide the learners with enough input for participating in the speaking tasks.

Keywords:

Pre-speaking tasks , Oral fluency , Oral accuracy