Abstract:
The main purpose of this study is to investigate how strategies-based instruction contribute to enhancing students' speaking English language. It intends to explore the correlation that exists between the teaching of language strategies and developing students' speaking performance. The study also attempts to underline the significance of language strategies in overall language development.
The study uses an analytical descriptive and experimental research design. Analysis of pre and post students' questionnaire, pre and post speaking tests and teachers' questionnaire were used as data collecting tools.
The study examined whether or not the students are aware of language strategies related to the speaking skills. It also tested the students' uses of language strategies. Pre and post speaking tests were also conducted to compare the achievements of the students before and after the training sessions. Finally, teachers' attitude towards strategies-based instruction was investigated.
The results indicate that strategies-based instruction develop students' language proficiency. The teachers' questionnaire revealed that the teachers believe in the significance of strategies-based instruction in improving the students' speaking skills. Moreover, they think that language strategies are teachable. The findings reveal that exposing students to the models, styles and elements of different language strategies can be considered as good and useful ways to develop speaking skills at university level. The results also revealed that training students in speaking English language in the early stages through group speaking and workshops is a good method that can be adopted by teachers to develop speaking English language.
