Effect of explicit communication strategy instruction on EFL students’speaking self-efficacy and speaking performance based on debate technique: grade 11 in focus

Abstract

The purpose of this paper was to investigate if explicit communication strategy has any significant effect on EFL Grade 11 Students’ speaking efficacy and speaking performance based on debate technique. The study used Quasi-experimental research design that employed quantitative research approach with research instruments namely questionnaire and rubric scores. The participants of the study were Grade 11 Natural Science Students at Wallaggaa University Boarding Special Secondary School. The setting and participants were chosen based on purposive sampling technique. The existing two intact classrooms of Grade 11 were assigned to control group (N=35) and experimental group (N=35) using random sampling technique. As to preliminary issues– for reliability test, Cronbach’s alpha was considered in both pretest and posttest. For the questionnaire, and Pearson correlation was used for rating scale of rubric score. To this effect statistical test independent sample t-test, ANCOVA and MANOVA were employed and the result on self-efficacy questionnaire was obtained using descriptive statistics (M=3.2738, SD=0.11356) of the control group and (M=3.3800, SD=0.25414 of the experimental group) in the post test. Inferentially, the result of the computed t-test was found to be (t(68)=2.257, p=0.027). As the P value is <0.05, there was statistically a significance difference between the two groups, the value of experimental being greater than that of control group in the posttest. of self-efficacy. In addition, values of aspects of speaking performance were computed as (Lambda(8,61)=0.403, p=.000). As p(.000)< the critical cut off point (0.05) statistically a significance difference was observed which could became in coincidence with results obtained from all independent sample t-tests.. Partial Eta squared with value 0.597 (which is almost .600 implies the difference between control group and experimental group to be big. Thus, it was recommended that the intervention of communication strategy instruction be taken into consideration to enhance EFL Special Secondary school students’ speaking performance thereby enhancing self-efficacy.