USING INFORMATION GAP ACTIVITIES TO IMPROVE THE SPEAKING SKILLS OF SAUDI ARABIAN INTROVERTED AND EXTROVERTED LEARNERS

Authors

  • Amal Almziad, Arshad Abd Samad , Abu Bakar Razali, Lilliati Ismail

Abstract

This study explores the effect of information gap activities on the speaking skills of introverted
and extroverted female EFL learners in Saudi Arabia. A sample of 75 female EFL learners was
drawn from a total of 206 students. An intact class of 37 learners in the experimental group
comprising 15 introverted and 22 extroverted learners while 38 learners in the control group
comprising 15 introverted and 23 extroverted learners were used for the study. A quasiexperimental design involving the two groups was employed, whereby the experimental group was
exposed to Information Gap Activities (IGA) whereas the control group was exposed to the
grammar translation method which use the Arabic language to teach English and the teacher is
centered. Both groups of students were pre- and post-tested using a speaking performance test,
where they were had 6 constructs which are fluency, grammar, pronunciation, vocabulary,
interaction and content. This test was duly validated by three experts in teaching English as a
foreign language with a reliability coefficient of 0.87. Data obtained were analyzed using t-test
statistic. The result indicated that all students in the experimental group who received the treatment
improved their speaking skills performed better than introvert learners in the experimental group
as p value were (.003, .006, .003, .029, .004, .005) relatively. It is recommended that further
research be done but with only male subjects or in comparing male and female students to
determine if gender is a defining factor in speaking ability among extroverted and introverted EFL
learners.

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Published

2020-11-29 — Updated on 2020-11-30

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How to Cite

Amal Almziad, Arshad Abd Samad , Abu Bakar Razali, Lilliati Ismail. (2020). USING INFORMATION GAP ACTIVITIES TO IMPROVE THE SPEAKING SKILLS OF SAUDI ARABIAN INTROVERTED AND EXTROVERTED LEARNERS. PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(6), 357 - 368. Retrieved from http://mail.palarch.nl/index.php/jae/article/view/725 (Original work published November 29, 2020)