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Effects of Socio–affective Strategies Training on Speaking Ability and Anxiety Reduction among
Iranian Intermediate EFL Learners
ByMehrdad Moloudi, PhD
Parisa Haji Mohamad EbrahimIslamic Azad University, Karaj Branch (Iran)
Background of the Study:What are Socio-affective Strategies?
What are Socio-affective
Strategies
Cooperating with others
Asking for questions
Empathizing with others
Lowering your anxiety
Taking your emotional
temperature
Encouraging yourself
Background of the Study:Why Socio-affective Strategies?
Problems associated
with traditional way
of teaching
Acknowledged benefits of
socio-affective strategies
Socio-Affective Strategies
Statement of the Problem:Current Problems in Research and
Practice in Iranian Context
Lack of effective strategies
Learners’ anxiety
Lack of motivation
Objectives of the Study
To investigate the effects of socio-affective strategies training on speaking ability of Iranian intermediate EFL learners
To investigate the effects of socio-affective strategies training on anxiety reduction of Iranian intermediate EFL learners
Methodology:Research Design and Procedure
Number of Sessions ActivitiesSession1 Proficiency testSession2 PretestsSession3-19 TreatmentSession20 Posttests
Design: quasi-experimentalApproach: quantitative method
Variables
Variables
Independent Variable
Dependent Variable
Socio-affective
Strategies
Speaking ability
Anxiety reduction
Proportion of the Target Populationto the Accessible Participants
tSample
Target Population
All intermediate learners enrolled in fall semester in 2013 in English Language Institute (N=80)
Intermediate learners who were accepted to take part in the study after proficiency test (N=44)
Sampling Technique:Nonprobability convenient sampling
Instrumentation
Pretests
Treatment
Posttests
Speaking section of TOEFL IBTAnxiety questionnaireSocio-affective questionnaire
Socio-affective strategies practice
Speaking section of TOEFL IBTAnxiety questionnaireSocio-affective questionnaire
Data CollectionWeek Treatment (half an hour) and data collection
X1 X21 TOEFL PBT TOEFL PBT
2 TOEFL IBT (Speaking), Anxiety and Socio-affective questionnaires
TOEFL IBT (Speaking), Anxiety and Socio-affective questionnaires
3 SAS NSAS4 SAS NSAS5 SAS NSAS6 SAS NSAS7 SAS NSAS8 SAS NSAS
9 SAS NSAS10 SAS NSAS11 SAS NSAS12 SAS NSAS13 SAS NSAS14 SAS NSAS15 SAS NSAS16 SAS NSAS17 SAS NSAS18 SAS NSAS19 SAS NSAS20 TOEFL IBT (Speaking),
Anxiety and Socio-affective questionnaires
TOEFL IBT (Speaking), Anxiety and Socio-affective questionnaires
Data Analysis
RQ1 (quantitative)
Mixed within-between groups ANOVA
RQ2 (quantitative)
Wilcoxin test and Man-whitney U test
1. Socio-affective strategies improved the speaking ability of Iranian intermediate EFL learners.
Mean Std. Deviation
N
Experimental Pretest Posttest TotalControl Pretest Posttest Total
1.68183.40912.54551.79552.15911.9773
.45107
.683761.04447.64842.80750.74673
222244222244
In line with the literature:Ikala.R.(2010); Hamzah, M., Shamshiri, K., & Noordin , N. (2009) ; Habte-Gabr.E (2008)
2. Socio-affective strategies reduced the anxiety of Iranian intermediate EFL learners
Group N Mean Rank Sum of Ranks
12
2222
15.9829.2
351.50638.50
anxietyMann-Whitney UWilcoxin WZAsymp. Sig.(2-tailed)
98.500351.500-3.374.001
In line with the literature:Saeidi, M., Khaliliaqdam,S. (2013); Phillips, E.M. (1992).
Result of Socio-affective Strategies Questionnaire
Group N Mean Rank Sum of Ranks
12
2222
30.2514.75
665.50324.50
AnxietyMann-Whitney UWilcoxin WZAsymp. Sig.(2-tailed)
71.500324.500-4.014.000
Pedagogical Implications
Help identify effective language learning strategies and materials or reflect the curriculum that is actually being implemented in the classroom.
Help learners to develop their group work activity. In another words, they can share their experiences, cooperate with each other, asking for clarification, and encouraging each other before start speaking in front of the teacher and other students.
Help learners to control and reduce their anxiety by practicing relaxation techniques such as deep breathing, making positive statement, and discussing their feeling to someone else.
Provide information on the strength and weaknesses of each individual student.
Suggestions
First
Second
Fourth
Third
Focusing on another strategy such as cognitive or metacognitive.
Focusing on another skill such as listening or reading.
Focusing on another affective factor such as motivation and self-steem.
Focusing on gender, proficiency level and age of the students.
