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 11Students’  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. The participants in both control group and experimental group were administered Questionnaire  with 4 point scale that consists 12 items to make students forward views on their self-efficacy in pretest and posttest.  Besides, a rubric score with 5 point scale ratingscale that contains 8 categories that consists of 36 items upon which students speaking performance was assed by raters was used. These  aspects of speaking performance are vocabulary, pronunciation, grammar, fluency, comprehension, message delivery ,content, organization .Based on preliminary issues _ for reliability test, Cranach’s  alpha was considered in both pretest and post test. for questionnaire ,and Pearson correlation  was used for rating scale of rubric score .To this effect  an statistical test independent sample t-test ANCOVA and MANOVA were employed and the  result self-efficacy questionnaire obtained using descriptive statistics was (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 sel-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