The Impact of a Developed Instructional Program Based on Sociolinguistic Principles on Improving the Speaking Skills of Tenth Grade EFL Female Students in Jordan

Alaa Mohammed  Saleh; Hamzah Ali  Al-Omari

doi:10.35516/hum.v50i5.2319

Authors

Alaa Mohammed Saleh Department of Curriculum and Instruction, The School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0009-0006-6926-4639
Hamzah Ali Al-Omari Department of Curriculum and Instruction, The School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0003-1072-8161

DOI:

https://doi.org/10.35516/hum.v50i5.2319

Keywords:

Instructional program, sociolinguistic principles, speaking skills, EFL, tenth grade, Jordan

Abstract

Objectives: This study aimed at investigating the impact of a developed instructional program based on sociolinguistic principles on improving the speaking skills of tenth grade EFL female students in Jordan.

Methods: The study used the quasi-experimental approach. The sample of the study consisted of (50) tenth-grade students in two sections; one of these was randomly selected to be the control group (25 students) and the other was the experimental group (25 students). A speaking test was developed by the researchers to test students orally based on a rubric that covered eight sub-skills of speaking. Data were analyzed using (SPSS) package to find means and standard deviations, ANCOVA and MANCOVA.

Results: The results showed that there are differences between the mean score of the experimental group and that of the control group on the post-test of speaking skills, which was statistically significant. This difference was in favour of the students of the experimental group since the adjusted mean score was (30.261), which was significantly higher than the adjusted mean score of the students of the control group (20.339).

Conclusions: The developed instructional program based on sociolinguistic principles was significantly better than the conventional method in developing students’ speaking skills. The study recommends that sociolinguistic principles be incorporated into developing EFL curricula to enhance students’ speaking skills.

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