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Effects of Socio–affective Strategies Training on Speaking Ability and Anxiety Reduction among Iranian Intermediate EFL Learners By Mehrdad Moloudi, PhD.

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Presentation on theme: "Effects of Socio–affective Strategies Training on Speaking Ability and Anxiety Reduction among Iranian Intermediate EFL Learners By Mehrdad Moloudi, PhD."— Presentation transcript:

1 Effects of Socio–affective Strategies Training on Speaking Ability and Anxiety Reduction among Iranian Intermediate EFL Learners By Mehrdad Moloudi, PhD Parisa Haji Mohamad Ebrahim Islamic Azad University, Karaj Branch (Iran)

2 Background of the Study: What are Socio-affective Strategies? What are Socio-affective Strategies Cooperating with others Asking for questions Empathizing with others Lowering your anxiety Taking your emotional temperature Encouraging yourself

3 Background of the Study: Why Socio-affective Strategies? Problems associated with traditional way of teaching Acknowledged benefits of socio-affective strategies Socio- Affective Strategies

4 Statement of the Problem: Current Problems in Research and Practice in Iranian Context Lack of effective strategies Learners’ anxiety Lack of motivation

5 Objectives of the Study To investigate the effects of socio- affective strategies training on speaking ability of Iranian intermediate EFL learners To investigate the effects of socio- affective strategies training on anxiety reduction of Iranian intermediate EFL learners

6 Methodology: Research Design and Procedure Number of SessionsActivities Session1Proficiency test Session2Pretests Session3-19Treatment Session20Posttests Design: quasi-experimental Approach: quantitative method

7 Variables Independent Variable Dependent Variable Socio- affective Strategies Speaking ability Anxiety reduction

8 Proportion of the Target Population to the Accessible Participants t Sample Target Population All intermediate learners enrolled in fall semester in 2013 in English Language Institute (N=80) Intermediate learners who were accepted to take part in the study after proficiency test (N=44) Sampling Technique: Nonprobability convenient sampling

9 Instrumentation Pretests Treatment Posttests  Speaking section of TOEFL IBT  Anxiety questionnaire  Socio-affective questionnaire  Socio-affective strategies practice  Speaking section of TOEFL IBT  Anxiety questionnaire  Socio-affective questionnaire

10 Data Collection WeekTreatment (half an hour) and data collection X1X2 1TOEFL PBT 2TOEFL IBT (Speaking), Anxiety and Socio-affective questionnaires 3SASNSAS 4SASNSAS 5SASNSAS 6SASNSAS 7SASNSAS 8SASNSAS

11 9SASNSAS 10SASNSAS 11SASNSAS 12SASNSAS 13SASNSAS 14SASNSAS 15SASNSAS 16SASNSAS 17SASNSAS 18SASNSAS 19SASNSAS 20TOEFL IBT (Speaking), Anxiety and Socio- affective questionnaires

12 Data Analysis RQ1 (quantitative)  Mixed within-between groups ANOVA RQ2 (quantitative)  Wilcoxin test and Man-whitney U test

13 1. Socio-affective strategies improved the speaking ability of Iranian intermediate EFL learners. MeanStd. Deviation N Experimental Pretest Posttest Total Control Pretest Posttest Total

14 In line with the literature: Ikala.R.(2010); Hamzah, M., Shamshiri, K., & Noordin, N. (2009) ; Habte-Gabr.E (2008)

15 2. Socio-affective strategies reduced the anxiety of Iranian intermediate EFL learners GroupNMean RankSum of Ranks anxiety Mann-Whitney U Wilcoxin W Z Asymp. Sig.(2- tailed)

16 In line with the literature: Saeidi, M., Khaliliaqdam,S. (2013); Phillips, E.M. (1992).

17 Result of Socio-affective Strategies Questionnaire GroupNMean RankSum of Ranks Anxiety Mann-Whitney U Wilcoxin W Z Asymp. Sig.(2- tailed)

18 Pedagogical Implications Help identify effective language learning strategies and materials or reflect the curriculum that is actually being implemented in the classroom. Help learners to develop their group work activity. In another words, they can share their experiences, cooperate with each other, asking for clarification, and encouraging each other before start speaking in front of the teacher and other students.

19 Help learners to control and reduce their anxiety by practicing relaxation techniques such as deep breathing, making positive statement, and discussing their feeling to someone else. Provide information on the strength and weaknesses of each individual student.

20 Suggestions First Second Fourth Third Focusing on another strategy such as cognitive or metacognitive. Focusing on another skill such as listening or reading. Focusing on another affective factor such as motivation and self-steem. Focusing on gender, proficiency level and age of the students.

21 Thanks For Your Attention


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