The Effect of Pictorial Input as a Pre-speaking Strategy on EFL Beginner Learners’ Speaking Skill

The present study examined the effects of using pictorial input on Iranian EFL learners’ speaking fluency and accuracy at the beginner level. To do this study, the researcher administered the Oxford Quick Placement Test (OQPT) (2001) to 70 Iranian EFL learners to determine their level of English proficiency. Then, she selected 50 beginner students and divided them into two groups of 25; one control and one experimental group. Afterwards, both groups were pretested by administering a speaking test. Then, the participants of the experimental group received the treatment. Regarding the treatment, the experimental group was taught by using the pre-speaking strategies. The researcher provided the students with pictorial inputs. For example, the researcher prepared some attractive pictures about the topics and showed them to the students before teaching the topic. The researcher required the students to give their comments on the pictures in order to warm them up for the target materials. On the other hand, the students of the control group were taught through traditional speaking activities including repetition and over-learning. After the instruction, a speaking post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of the control and the experimental groups. The findings indicated that the experimental group significantly outperformed the control group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through pictorial inputs can provide better results than teaching through traditional techniques.

کلیدواژه ها:

Input ، Picture ، Pre-speaking Strategy