About this paper

Appears in:
Pages: 4369-4378
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

EFFECTS OF SOCIO-AFFECTIVE STRATEGIES TRAINING ON SPEAKING ABILITY AND ANXIETY REDUCTION AMONG IRANIAN INTERMEDIATE EFL LEARNERS

P. Haji Mohamad Ebrahim1, M. Moloudi2

1Islamic Azad University, Alborz Science and Research Branch (IRAN)
2Islamic Azad Uinversity, Karaj Branch (IRAN)
This study was conducted to investigate the effects of socio-affective strategies on speaking ability and anxiety reduction of Iranian Intermediate EFL learners. For this purpose, 44 learners of an English language institute were selected and participated in this study.
They were assigned into two groups of 22, experimental and control. Then, both groups sat for pretests, which were a speaking test of TOEFL IBT, an anxiety questionnaire by Horwitz, Horwitz, and Cope (1986), and a socio-affective questionnaire by Oxford (1990). The purpose of these tests were to measure the learners’ initial knowledge of speaking ability, their initial level of anxiety, and their attitudes toward using socio-affective strategies.
Afterwards, the experimental group received treatment based on socio-affective strategies. However, the control group received no treatment and was taught following conventional procedure. The treatment period and placebo took a seventeen-session semester. Finally, at the end of the semester both groups sat for the posttests of speaking ability, anxiety questionnaire, and socio-affective questionnaire.
After keying in the data into SPSS, the Mixed Within-Between Groups ANOVA statistical technique was used to measure speaking ability and the Wilcoxon, and Mann Whitney U test was used to measure both anxiety and socio-affective questionnaires. The data findings revealed that the learners’ speaking ability improves and their level of anxiety reduces by using socio-affective strategies. The results of this study might be of interest for teachers and practitioners in terms of using socio-affective strategies to increase learners speaking ability and lower their anxiety.
@InProceedings{MOLOUDI2014EFF,
author = {Haji Mohamad Ebrahim, P. and Moloudi, M.},
title = {EFFECTS OF SOCIO-AFFECTIVE STRATEGIES TRAINING ON SPEAKING ABILITY AND ANXIETY REDUCTION AMONG IRANIAN INTERMEDIATE EFL LEARNERS},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {4369-4378}}
TY - CONF
AU - P. Haji Mohamad Ebrahim AU - M. Moloudi
TI - EFFECTS OF SOCIO-AFFECTIVE STRATEGIES TRAINING ON SPEAKING ABILITY AND ANXIETY REDUCTION AMONG IRANIAN INTERMEDIATE EFL LEARNERS
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 4369
EP - 4378
ER -
P. Haji Mohamad Ebrahim, M. Moloudi (2014) EFFECTS OF SOCIO-AFFECTIVE STRATEGIES TRAINING ON SPEAKING ABILITY AND ANXIETY REDUCTION AMONG IRANIAN INTERMEDIATE EFL LEARNERS, EDULEARN14 Proceedings, pp. 4369-4378.
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