Developing Speaking Ability of Iranian EFL Learners via Auditory Input-Enhancement

In this study, the authors tried to investigate the effect of utilizing auditory input enhancement instruction on the speaking ability of Iranian EFL learners. Based on the results of Oxford Placement Test (OPT), ۵۰ learners out of ۷۰ Iranian intermediate female EFL learners with the age range of ۱۸-۲۸ from Najm language institute were selected to participate in the study. They were assigned to one control and one experimental group. The homogeneity of the two groups in terms of speaking ability was determined by comparing their mean in speaking section of Preliminary English Test (PET) as the pretest. The ۱۰-session treatment was done through using auditory input enhancement for the experimental group while the control group had no treatment. At the end of the instruction period, the speaking section of another version of the PET as a posttest was administered to both groups. To test the hypothesis of the study an independent samples t-test was run on participants’ scores. The results showed that the participants in experimental group significantly outperformed the participants in the control group in terms of speaking performance. The findings of this study have implications for students, teachers, and syllabus designers.

Keywords:

EFL learners , Speaking ability , Input enhancement