Writing and speaking are the productive skills of a language and share similar components. However, there has been little attempt to investigate the impact of writing practice on the speaking proficiency of the learners. The present study using a pretest-posttest controlled group design in a quasi-experimental approach investigated the effect of guided writing practice on the speaking proficiency of Iranian EFL students. Two elementary intact classes which were classified based on the institute’s placement test were selected for the study. The homogeneity of the learners was checked through Key English Test (2007) as the pretest of the study, and the classes were randomly assigned into the experimental group (n=26) and the comparison group (n=26). The experimental group was provided with 10 guided writing worksheets in the last 15 to 20 minutes of the class, whereas the comparison group went through the procedure of a typical institute class in which they worked on workbook exercises during the mentioned time. The quantitative analysis of the posttest using an independent samples t-test indicated that not only writing proficiency, but also the speaking proficiency of the experimental group had significantly improved. Moreover, an end of the term a semi-structured interview sought the experimental group learners’ attitudes toward the role of writing practice in improving their speaking skill. The content analysis of the interview transcripts revealed that the learners held positive attitudes toward the guided writing worksheets at the end of the term, though they did not have the same attitude at the beginning.

Scaffolding is conceptualized as the provision of assistance to learners and the gradual withdrawal of the aid as the scaffoldee signals progression in their knowledge/skill and the capability to take over more responsibility. The present study sought to scrutinize the impact of metacognitive scaffolds intended to endorse metacognitive activities (i.e. planning, monitoring, and evaluation) on various aspects of oral proficiency namely, complexity, accuracy, and fluency. Sixty participants selected through a proficiency test and ranging in age from 16 to 27 took part in the study. Complexity was assessed by calculating the ratio of clauses to AS units in the participants' production. Fluency was measured by dividing the number of syllables by the total number of seconds and multiplied by 60, and accuracy was gauged as the percentage of clauses devoid of syntactic, morphological, and lexical errors to the whole number of clauses. The results of a number of t-tests and ANOVAs on pre and post-intervention oral performance revealed that metacognitive scaffolds could significantly enhance oral proficiency in terms of complexity, accuracy, and fluency. Implications for classrooms are discussed.

Holistic approach is one of the central sociological issues that the components and characteristics of this educational approach are significantly related to some features of communicative learning in Iran. The purpose of a holistic learning approach is to consider a subject and use it to improve language learning. The present study focuses on the Iranian language learning community and examines the comprehensive holistic method and its effect on their self-provision and oral skills (speaking skill). The population of this study consisted of 60 male and female language students of the same level (pre-intermediate) with the age ranges of 16 to 22 years who were selected by random sampling method. The instruments of this study included the Oxford Placement Test, the comprehensive test of speaking as pre-test and a post-test, a related questionnaire to assess the self-provision of the participants and finally an interview. The results of Pre-test and post-test indicated that speaking skill of EFL language learners has significantly improved under the influence of the mentioned method. Results also revealed that using holistic language teaching method can have a positive effect on self-provision of Iranian learners.

This review evaluates the present condition of multimedia integration into English language classrooms in Malaysia, focusing particularly on its influence on students' oral communication abilities. Oral proficiency and engagement are the primary foci of this study, which seeks to assess how well teachers make use of multimedia to enhance students' speaking while learning English. The research technique comprehensively examines 50 pertinent papers released from 2000 to 2023. Data extraction, analysis, and synthesis are centered on how multimedia affects and is utilized in teaching English, particularly in enhancing speaking skills. The study highlights the positive effects of multimedia technology, such as spoken podcasts, voice recognition software, and platforms like Prezi, on students' oral communication skills, linguistic talents, and language competency. These products allow students to engage in self-directed study and customize their language learning to their individual requirements. However, the challenges of multimedia integration, including the need for suitable content and instructor involvement, are acknowledged. To overcome these problems, it seems necessary to implement new and culturally suitable teaching practices. This study emphasizes the importance of designing educational environments that effectively utilize multimedia for engaging and interactive language activities, with a specific focus on improving speaking skills. Integrating multimedia into English language schools in Malaysia could greatly improve language instruction. Instructors are provided with a variety of tools to meet their students' speaking skill needs. Further study is recommended on the appropriate use of multimedia to enhance speaking skills to promote language instruction and better equip students for a globally connected society. This study could offer valuable insights, analyses the practical and policy implications, and highlight prospective areas for future research in English language education, focusing on speaking skills in Malaysia.

Since the advent of amendatory or revolution in the grammar-translation method in late 19th century, the processes dominating the second language have changed considerably in the western world. In teaching Arabic language to Persian speakers, however, it is often focused on the grammar-translation generally, reading and comprehension and, in fact, lingual ability of the students.In this study, we try to represent an appropriate model named ATN-D in the three areas of language learner, teacher, and style to develop communication ability in terms of needs and challenges using descriptive-analytic method. ATN-D is acronym of four Audio-Lingual Method; Task-based Approach, Notional Functional Syllabus, and Desuggestopedia. We study repetition subject in order to stabilize lingual structures and vocabularies in the Audio-Lingual Method. We investigate forming a natural conversational environment and communication and action aspects in Task-based Approach, and Notional Functional Syllabus, respectively. Finally, suggestion-desuggestion is studied in Desuggestopedia method. The most significant result obtained of applying this theory is that appropriate dialogue-directed way, correct use of grammatical structures, strengthening and suggestion for ability in applying proper expression in special social situations, ability in starting, entering, cooperating and ending a conversation, as well as ability in developing a contact with correcting the conversational process and so on play a considerable role in learning two oral skills (speaking and listening) in Arabic language in order to strength and stabilize the communication ability.

Cette étude a pour but de relever les carences qui existent dans le domaine de l’enseignement de la compétence de compréhension orale chez les enseignants iraniens vu l’écart considérable entre le niveau de compréhension orale et celui d’expression orale des apprenants iraniens dans les tests à enjeux élevés. À cette fin, un questionnaire a été conçu et distribué par les chercheurs. Soixante enseignants de français et d’anglais ont rempli le questionnaire. Les résultats montrent que la plupart des enseignants considèrent la compréhension orale comme la deuxième compétence la plus importante, la première étant l’expression orale. En outre, la grande majorité des enseignants consacrent moins de temps à la pratique de la compréhension orale par rapport à l’expression orale. Nous avons aussi conclu que les enseignants iraniens ne savent pas offrir aux apprenants une gamme de solutions pour résoudre leurs difficultés de compréhension et que les activités de pré-écoute sont le chaînon manquant dans la salle de classe iranienne.

Dans les méthodologies qui précédaient la perspective actionnelle, en particulier l’approche communicative, il n’y avait que quatre compétences : la compréhension orale/écrite et la production orale/écrite. C’est à partir de la perspective actionnelle et plus particulièrement de la rédaction du CECRL en 2001 que la compétence de la production orale se divise en deux parties : celle de la production orale « en interaction » et celle de la production orale « en continu ». Dans cet article notre problématique principale est de savoir comment appliquer les stratégies d’apprentissage métacognitives afin d’améliorer la compétence de la production orale en continu chez les apprenants iraniens. Pour pouvoir appliquer les stratégies métacognitives au moment de la production orale en continu, nous avons enseigné pendant une séquence didactique de deux mois (3 heures par semaine) aux 15 apprenants au niveau A2 les stratégies métacognitives et nous leur avons proposé différentes tâches et activités qui exigeaient chacune la mobilisation des stratégies métacognitives. Les résultats de cette étude montrent que l'enseignement et la pratique de stratégies métacognitives peuvent aider à renforcer cette compétence des apprenants du FLE lors de la production orale en continu.

There is a general consensus among researchers that oral feedback is one of the best ways of delivering feedback for ESL/EFL students in writing classes. In fact, a number of recently conducted studies indicate that using oral feedback makes the process of delivering feedback easier and more comprehensive. Therefore, the present study is an attempt to investigate whether oral feedback can better improve students’ writing ability incomparison to written feedback, and to examine the students’ reactions and perceptions of oral feedback. The participants were 30 Iranian male and female IELTS candidates. They were divided into two groups and instructed in the same way. However, the first group had oral feedback during instruction, and the second group received written feedback in their class. The analyses of the results indicate that the students who had oral feedback in their class could improve their writing ability better and had positive perceptions of oral feedback.

Dans cet article, notre objectif consiste à donner quelques pistes de réflexion sur l’enseignement/apprentissage de loral dans les universités iraniennes, car la place de loral n’y est pas nettement définie dans lenseignement du FLE. Pour vérifier cette réflexion, nous nous intéresserons spécialement aux productions orales des étudiants des cours de la licence en «langue et littérature françaises» de 2012-2015 à l’Université de Tabriz, où le problème du discours oral et de communiquer oralement en français affecte un assez grand nombre d’apprenants. Notre regard s’orientera sur une étude analytique et approfondie des problèmes consistant à en connaître les causes, à établir des moyens ainsi bien qu’à suggérer des propositions-clés qui aboutiront à l’acquisition des compétences de compréhension et d’expression orales. Notre intention est de participer à la mise en œuvre de lenseignement de loral en français, fondé sur une approche communicative qui vise le développement de la compétence de communication devenue nécessaire pour faire progresser la communication orale des apprenants de la langue française. Enfin, nous souhaitons que cette approche fasse partie du système éducatif et pédagogique de l’enseignement du FLE en Iran.