Mehrsa Keshmirzade - MA of Teaching English as a Foreign Language at Islamic Azad University of Tonekabon

The present study aimed to investigate whether speaking instruction through two different activity types, namely Conference versus picture-Audiovisual aids, affect intermediate Iranian EFL learners’ speaking ability. In this study, ۴۰ students of intermediate level were selected from a larger population and were divided into two groups based on their performances on an OQPT, EX۱ (conference group) and EX۲ (Audiovisual group). The pretests of speaking were administered to both groups. Then, both groups were instructed EFL speaking through a communicative language teaching method; however, their instructional activities were different. After speaking instruction via different instructional activities for both groups was completed, two groups received posttest of speaking. The results of the paired-sample t-tests of the groups indicated that participants of both groups significantly outperformed on the post-test measures of speaking. Upon reviewing the results of the independent-samples t-test concerning speaking performance of two groups, it was revealed that the no group significantly outperformed the other after the intervention indicating that both activity types have helped learners improve their speaking ability. This study has some implications for language teachers, curriculum designers, and material developers.

Conference activities, communicative activities, Audi-visual activities, Speaking skill, Speaking English Ability.