Browsing by Author "Mohamed DAGUIANI"

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    Developing Students’ Speaking Skill through “Dogme ELT” Teaching Approach
    (University of Batna 2, 2022) Mohamed DAGUIANI
    Speaking English has always been difficult for foreign learners. Hence, several teaching methodologies have been put forth to encourage and promote speaking in the classroom. The aim of this research is to investigate the extent to which the integration of Dogme ELT approach in oral classes would develop the speaking skill of second year students of English at Mohamed Kheider University of Biskra. It is hypothesized that if students were taught through Dogme ELT, they would better improve their speaking skill in terms of vocabulary, pronunciation, accuracy, and fluency if compared to those who were taught through traditional way. In this research, the mixed methods approach was used; it is a combination of quantitative and qualitative methods of data collection. The research which was conducted in the academic year 2016-2017, was undertaken first, by distributing two questionnaires; one to Oral Expression teachers (n=10) and another one to second year students (n= 80); they were designed to diagnose the participants’ opinions and attitudes about Dogme ELT as well as the actual situation of teaching speaking. Second, a treatment was used, preceded by a pre-test and followed by a post-test; an experimental group (n=40) and a control group (n=40) were therefore used in the experiment; the former was taught through Dogme ELT approach and the latter through classical teaching. Third, a focus group interview was conducted with students from the experimental group (n=8) to supplement the findings. The pre-experiment questionnaires revealed the inefficiency of the current methods of teaching speaking whereas the post-test scores indicated that the students of the experimental group achieved statistically greater levels in their speaking. Likewise, the qualitative data collected from the focus group interview supplemented the quantitative findings; therefore the null hypothesis was rejected and the alternative accepted. Accordingly, some pedagogical recommendations are proposed for further research.