The Effects of Retelling and Decision Making Tasks on Speaking Accuracy

This study was set out with the intent of investigating the effects of retelling and decision making tasks on EFL learners speaking accuracy. To do so, 41 upper intermediate language learners were selected based on the results of oxford placement test. Then they were assigned into two experimental and one control group. 7 lessons of New Interchange 2 were covered during 15 seasons, twice a week. The members of control group participated in a normal speaking classrooms, while two main tasks were used in the treatments of experimental groups. Two different versions of IELTS speaking test were used as pre/post-test. The data were transcribed and coded for statistical analysis. The results of descriptive statistics showed no significant differences between control and experimental groups at the begging of the study. Likewise, Independent sample t-test indicated the efficacy of retelling and decision making tasks in the development of learners’ speaking accuracy. Based on the findings it can be claimed that sharingideas collaboratively combined with the main tenants of pushed out put hypothesis seems to be effective strategies for the development of speaking accuracy. Results and implications of the study are discussed in depth at the end of the study

Keywords:

accuracy , decision making , speaking , retelling ,