Bringing Students to Become Autonomous Effective Speakers of EFL: An Oral Expression Instruction Based on Teaching Listening Skills via Authentic Video Extracts

The present study investigates the impact of introducing listening instruction in the oral expression course on second-year students’ EFL speaking skills in the Department of English, Batna 2 University, in the academic year 2019-2020. Drawn on Thornbury’s awareness-raising model, this instruction includes a three-phase model: pre-listening, listening and speaking, in addition to being based on short authentic video extracts and cautiously designed activities. Furthermore, it intends to provide teachers with a model for teaching the oral expression course, including the pedagogical material and suitable activities. It is hypothesised that the implementation of the listening instruction will have a positive impact on students’ EFL speaking skills. Two data-gathering tools were used: questionnaires and classroom observation. Two questionnaires were administered: one for 250 second-year students and one for 8 oral-expression teachers. For the experiment sample, paired random sampling was adopted to include 20 participants from the whole population. The observation embodies the survey of the students’ reactions and speaking achievements before and after the implementation of the listening-based instruction. The paired-sample t-Test was used to evaluate the statistical significance of the suggested hypothesis and was confirmed by the computer statistic program SPSS. All things considered, the quantitative and qualitative interpretation of data confirmed the positive influence of introducing the listening-based instruction on students’ speaking skills in terms of effectiveness and autonomy.