The Role of Participatory Structure and Output Modality in Enhancing Iranian EFL Learners’ Speaking and their Perceptions: A Mixed-Method Study

Subject Areas : آموزش زبان انگلیسی

Mahdieh Pourhadi ¹ , Nasrin Hadidi ² , Saeideh Ahanghari ³

1 - PhD Student, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Received: 2024-06-27 Accepted : 2024-10-27 Published : 2024-05-28

Keywords: participatory structure, output modality, speaking, perceptions,

Abstract :

The current study was an effort to investigate the role of participatory structure and output modality in enhancing Iranian EFL learners’ speaking, and examine their perceptions toward participating in speaking activities. The population of this study included all female EFL learners (90 language learners of English) at intermediate level studying at Avayeh Daneshvaran Language Institute in Tabriz and the sampling procedure was convenience sampling. From among these language learners, 63 learners, in four intact classes, were selected as the sample group after conducting a sample of the PET. The instruments that were used in this study included two samples of the English language proficiency test of PET, the speaking section of which was conducted as the pre-test and posttest of the study, and an open-ended questionnaire. The data which were collected were analyzed through one-way ANOVA and two-way ANCOVA. The researchers analyzed the responses of the intended participants to the open-ended questionnaire qualitatively. The findings revealed that output modality was effective in improving speaking skill and that participatory structure and the interaction of these two had no significant effect on this skill. Regarding the qualitative section, the findings presented that the participants had optimistic attitude toward the use of podcasts and summary telling and writing in improving their speaking. The findings of the present study are valuable for teachers, English language learners, teacher educators, curriculum designers and researchers.

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