kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.4.03EVRAMRkvmolur-88Research ArticleСтатьиВлияние мотивационной практики преподавателя на улучшение беглости и точности устной речи учащихся, изучающих английский как иностранныйThe Impact of Teacher Motivational Practice on Improving EFL Learners' Fluency and Accuracy in Speakinghttps://orcid.org/0000-0001-8168-5686СалехиБ. М.SalehiB. M.

Бехранг Мохаммад Салехи

Изе

Behrang Mohammad Salehi

Izeh

behrangsalehi@gmail.comhttps://orcid.org/0009-0006-3896-2266ЯсинЗ. М.YaseenZ. M.

Зайнаб Муса Ясин

Исфахан

Zainab Mousa Yaseen

Isfahan

zainabmousa121@gmail.comИзеский филиал Исламского университета АзадИранIzeh Branch, Islamic Azad UniversityIslamic Republic of IranИсфаханский (Хорасганский) филиал Исламского университета АзадИранIsfahan (Khorasgan) Branch, Islamic Azad UniversityIslamic Republic of Iran2023290920251841829Copyright © Салехи Б.М., Ясин З.М., 20252025Салехи Б.М., Ясин З.М.Salehi B.M., Yaseen Z.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/88

Цель данного исследования – изучить влияние мотивационной практики преподавателя на повышение беглости и точности речи иракских старшеклассников, изучающих английский язык как иностранный (EFL). Для этого были отобраны 50 учениц иракской средней школы в Багдаде по результатам входного тестирования. Для сбора необходимых данных использовались два инструмента, а именно Оксфордский тест на определение уровня владения языком (OQPT) и тест на разговорную речь. В исследовании использовался квазиэкспериментальный дизайн «до-тест-пост-тест», в котором применялись две зависимые переменные и одна независимая переменная. Участники посещали обычный курс английского языка на протяжении 18 занятий, по три занятия в неделю. Последние двадцать минут каждого занятия отводились на рассказывание историй, которые использовались в качестве мотивационной практики. Два разных метода рассказывания историй использовались для группы студентов, представленных в контрольной и экспериментальной группах. После вмешательства участникам был предложен пост-тест, чтобы оценить их прогресс и сравнить результаты пост-теста с показателями до-теста. В анализе полученных данных использовался непарный выборочный t-тест для сравнения средних показателей двух групп. Исследование показало, что мотивационная практика преподавателя улучшила беглость и точность речи иракских учащихся старших классов. В заключение представлены результаты и выводы исследования.

The current study sought to examine the impact of teacher motivational practice on the improvement of Iraqi high school EFL learners’ fluency and accuracy in speaking. To this end, 50 female Iraqi high school students in Baghdad were selected based on a placement test. To gather the required data, two instruments, namely the Oxford Quick Placement Test (OQPT) and a speaking test were utilized. The study utilized a quasi-experimental pre-test-post-test design in which two dependent variables and one independent variable were applied. The participants joined a regular English teaching course for 18 consecutive sessions, three sessions each week. The last twenty minutes of each session was given to storytelling which was used as a motivational practice. Two different methods of storytelling were used for a cohort of students present in the control and experimental groups. After the intervention, the post-test was given to the participants to evaluate their improvement and to compare their performance with the pre-test. To analyze the data sets, an unpaired samples t-test was used to compare the means of the two groups. The results showed that teacher motivational practice improved Iraqi EFL high school learners’ fluency and accuracy in speaking. Lastly, the results and implications of the study were presented.

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The authors declare that there are no conflicts of interest present.