Improving Iraqi EFL Learners’ Speaking Performance, Anxiety and Will-ingness to Communicate Using Tiered Instruction
الموضوعات :Mustafa Assi Okab 1 , Mehdi Sarkhosh 2
1 - , Department of English, Urmia State University, Urmia, Iran
2 - Department of English, Urmia State University, Urmia, Iran
الکلمات المفتاحية: Speaking performance, tiered instruction, willingness to communicate,
ملخص المقالة :
This study examines the impact of tiered instruction on Iraqi EFL learners' speaking perfor-mance, speaking anxiety, and willingness to communicate (WTC). Utilizing a sample of 109 upper-intermediate English learners at the College of Arts in Baghdad, Iraq, the research imple-mented a mixed-methods approach involving pre- and post-tests, anxiety and WTC scales, and semi-structured interviews. Participants were divided into experimental and control groups, with the experimental group receiving tiered instruction tailored to their proficiency levels. The find-ings demonstrate that tiered instruction significantly enhances speaking performance and WTC while reducing speaking anxiety. Learners expressed positive attitudes toward the tiered ap-proach, highlighting its role in creating a supportive and communicative learning environment.
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