Effect of Teaching Speaking Strategies on Speaking Performance and Speaking Anxiety
Effect of Teaching Speaking Strategies on Speaking Performance and Speaking Anxiety

Summary/Abstract: This study aimed to determine the effect of teaching speaking strategies on both speaking performance and speaking anxiety. A controlled pretest-posttest quasi-experimental design was employed in the study. The study group comprised 38 eighth-grade students: 19 in the control group and 19 in the experimental group. The data for this study were collected using the speaking evaluation form and the speaking anxiety scale for secondary school students. The data were analyzed using the dependent-samples t-test, independent-samples t-test, and analysis of covariance. One finding of this study suggested that teaching speaking strategies did not result in a significant difference in speaking performance or speaking anxiety compared with traditional instruction. However, the introduction of speaking strategies had a positive and significant effect on speaking performance in the experimental group, although it did not influence speaking anxiety.

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