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کلیدواژهها
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Narratives, effects, speaking, story, listening, motivation, retelling a story, and fourth preparatory Iraqi EFL Learners
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چکیده
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One of the essential skills in learning EFL is speaking, which is considered one of the most challenging skills to master. Most Iraqi EFL learners have limited exposure to authentic English-speaking environments (Ibrahim, 2021). Learning speaking skills in a foreign language is a difficult task since it requires more than conventional techniques. This study aims to investigate if the use of narratives can develop the skills of speaking. To do so, the current study was conducted in the southern part of Iraq, at Ibrahim Al-Khalil Preparatory School for Boys, during the second term of the academic years 2022–2023. The researcher selected a sample of 80 learners of English as a foreign language who presented narrative activities as a tool for teaching English as a second language. The samples consisted of two classes. One of the classes, (A), was the experimental group, and class (B) was the control group. The names of all students were sequenced in alphabetical order. Their mother tongue is Arabic, and their target language is English. The experimental group consisted of 40 students who were treated by using narrative stimulation, and the control group consisted of 40 students who were taught through traditional ways of learning the language. Both groups participated in two tests: the pre-test and the post-test. Then, the two groups were compared using t-tests. The results proved that the level of speaking improved for the experimental group when using narratives. After analyzing the results of the two groups, the results proved that there were statistically significant differences between the two groups in favor of the experimental group. The experimental group’s performance and comparison of the two groups’ scores proved that the hypothesis is accepted. In the light of these results, a number of recommendations, conclusions, and implications were made.
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