The Use of In-Service Teacher Training Programs in Teaching Interactional Oral Activities to English Language Learners: A Socio-linguistic Case

This research investigated the effects of teachers' in-service training on EFL Junior high school students' oral achievement at boy and girl schools. It was hypothesized that there was a difference between the performances of... [ view full abstract ]

This research investigated the effects of teachers' in-service training on EFL Junior high school students' oral achievement at boy and girl schools. It was hypothesized that there was a difference between the performances of two groups that participated in this study. Four male and four female teachers took part in the study that were selected non-randomly. They aware assigned to two experimental and control groups. Eighty students in eight groups were selected non-randomly to participate in the study. The design of this study was based on the quasi-experimental research method. The participants took part in the pre-test of speaking. Each mistake was corrected by the teacher immediately. The participants in the experimental group had to follow the norms provided by the teacher during the instruction sessions. Then a post-test of speaking skill was given to the participants of the eight groups to assess their oral achievement. Their performances were estimated through Hughes (2003) speaking checklist. Paired and Independent Samples t-tests were used to analyze the data to compare the results of both pre and post-tests. The results showed that the experimental group had more progress compared to the participants in the control in terms of structure, accent, fluency, speaking confidence and communication components of speaking.