Oral communication Strategies

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3. The People’s Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research
Abderrahmane Mira University, Bejaia
Faculty of Arts and Languages
Department of English
The Effect of Oral Communication Strategies Instruction on EFL Learners’
Speaking Anxiety during Oral Sessions
Case study: Third Year LMD, LSD Students at the Department of English, at the University of
Bejaia
A Dissertation Submitted in Partial Fulfillment for the Requirement of the Master Degree
in Didactics of English
Submitted by:
Ms. Ouacila AIT ELDJOUDI
Members of the Jury
Chair: Dr. Nadia AHOUARI –IDRI
Supervisor: Mr. Chafa OUALI
Examiner 1: Mrs. Linda KHENOUNE- GHOUT
June 2015

4. Variables of the Title
Four Compensation
strategies
Third year LMD
students’ speaking
anxiety
Independent Variable Dependent Variable

5. General Introduction
Statement of the problem
Research questions
Hypothesis
Strategies choice
Reseach Goals
Significance of the study
Methodology and research design
Strategies implementation instruments
Discussion of The major findings
Limitations, Implications and Suggestions

6. Introduction
Learning a foreign language requires a mastery of four skills notably,
reading, writing, listening and speaking. The latter skill, i.e speaking, is
hampered by psychological factors most importantly anxiety which render
learners unwilling to communicate despite their language competence whether
at its beginning state or agravated one.
Therefore, many researchers have suggested anxiety reducing remedies, for
instance, Cutrone (2009) propounded a stride toward a less evaluative
classroom environment (i.e self-feed learning) wherby learners speak freely.
Likewise, Madj (2014) testified the teaching of communication strategies and
its impact on the EFL learners’ motivation and anxiety level.
To this effect, communication strategies instruction would probably serve
the need of reducing EFL learners’ speaking anxiety and helping them fill their
vocabulary gap while attempting to vocalise the target tongue.

7. Statement of the Problem
From the problem discovery questionnaire distributed to the third year
students, we found that 58,87% of the student-participants complained about
the complexity of speaking skill which can be attributed to linguistic and
psychological factors according to the previous researchrs’ findings (e.g,
Boughandura, 2012).
Also, the majority of them recourse to avoudance strategies that are grouped
among the inappropriate or anxiety showing strategies. For instance, they use a
lot of fillers (emm) and the mother tongue while communicating in English.

8. Research Questions
1.Would the student-participants who are taught specific
communication strategies show less speaking anxiety
than those in the control group?
2.Is teaching communication strategies a practical way
of reducing students’ speaking anxiety?
3.What are the students’ attitudes towards communication
strategies’ instruction?

9. Hypothesis
If oral teachers train learners to use the
appropriate communication strategies,
then learners would probably feel less anxious
during oral sessions

10. Strategies Choice
We selected the strategies to train our learners on according to
the claims of Dorneyei (1995) and Oxford (1990).
The strategies are as follows:
1. Circumlocution
2. Appeal for help
3. Approximation
4.Non-linguistic means

11. Research Goals
The aim behind the contribution of this
work is of threefold:
Finding out the effect of teachinng compensation
strategies on EFL learners’speaking anxiety
Consolidating learners’ strategic competence
Verifying the importance of teaching communication
strategies and implementing them to classroom
speaking activites

12. Significance of the Study
This study would probably provide helpful keys for the EFL
community in as far as speaking skill is concerned.
First, rises the learners’ awareness towards the importance of
using communication strategies to:
*avoid communication breakdown
*diminish their feeling of anxiety
*improve their language repertoire
Second, presents for the teachers some procedures of how
teaching and implemnting communication strategies in the
speaking class.
Third, gives an insight for syllabus designers on the
importance of designing a speaking curriculum containing
communication strategies’instruction.

13. Research Design
Quasi-experimental Reseach Design

14. A hybrid Methodology

15. Pre-test Comparative Results
2.7 2.6 2.6 2.6
1.1 1.1 1.1 1.1
2.9
2.6 2.6 2.7
1.1 1.1 1.1 1.1
fear of negative
evaluation
test anxiety communication
apprehension
overall
Mean CG Std, CG Mean EG Std, EG

16. Treatment
1.Circumlocution
2.Appeal for help
3.Approximation
4.Non-linguistic means

17. Post-test Comparative Results
2.9
2.4
2.9
2.7
1.1 1.1 1.1 1.1
3.54
3.04
3.17
3.25
1.01 1.04 1 1.02
fear of negative evaluation test anxiety communication apprehension overall
Mean CG Std, CG
Mean EG Std, EG

18. Strategies’ Implementation
Instruments
Recording Materials
Classroom Observation Checklist
Pictures and Handouts
Audio-taped students’
performances
Video-taped students’
performances

19. The Major Findings
First, third year LMD students showed less feelings of anxiety in
comparison to the students in the control group
Second, communication strategies instruction can be cosidered as a
practical way of diminishing speaking anxiety according to the results
Third, third year students welcomed positively the training programme
with the last expression saying ‘we want additional sessions’.
Fourth, they slightly developed their strategic competence and
vocabulary as well.
Finally, the how the selected strategies are taught play a prominent role
in students’ speaking anxiety reduction.
All in all, our hypothesis is confirmed with the intersting results obtained
from the analysis of the quantitative and qualitative data instruments.

20. Limitations of the Study
External Internal
•Little scoped sample
•Short training period.
•Only four Strategies
are selected.
• Honesty of the students’
answers
•Motivational problems
•Training procedures
issues

21. Pedagogical Implications

22. Recommendation for Further
Research
Fishing For Other Specified Techniques For Teaching Oral Communication Strategies
Testifying The Importance Of Teaching Communication Strategies On EFL Learners
Vocabulary Growth
Adopting A True Experimental Research Design For A Replication Of The Study At
Hand With A Large Scoped Sample.

23. Third Year Students’
Additional Speaking Issues
Pronunciation
Vocabulary
Grammar
Conversation Gambit.

24. Thank You For Your Attention
The End