Investigating the Effectiveness of communicative activities in developing the speaking skill among EFL learners: A case study of Amzil Mhamed Secondary School.

Abstract

This study investigates the effectiveness of communicative activities in enhancing oral proficiency among Algerian English as a Foreign Language (EFL) learners. Set against a traditional educational backdrop where the speaking skill is frequently sidelined in favor of written grammar and rules, this research examines how learner-centered tasks influence learners' fluency, structural accuracy, and conversational confidence. Utilizing a quasi-experimental pretest-posttest design within a mixed-methods framework, the study focuses on a quota sample of 30 final-year learners from both the scientific and foreign languages streams at Amzil Mhamed Secondary School in Haizer center. The remaining 60 learners from the same institution continued to follow conventional grammar-centered instruction and were observed by teachers but did not participate in the testing procedures. Data were gathered through pre-test, post-test, and questionnaires with practicing teachers and learners. The results reveal a notable baseline gap between the two academic streams, with scientific students initially exhibiting lower proficiency due to minimal exposure to interactive language instruction. Following the pedagogical intervention, the sampled learners demonstrated substantial growth across all assessed criteria. Teacher reports confirmed no comparable improvement among the 60 learners who continued under traditional instruction, attributing the recorded gains to the communicative intervention. Communicative activities, particularly role-plays, structured debates, and collaborative group discussions proved highly effective in reducing classroom anxiety and shyness while fostering a rise in oral self-confidence and conversational flow. Ultimately, the study validates its primary hypotheses and advoca