ENHANCING SPEAKING SKILLS THROUGH INTERACTIVE METHODS: AN ACTION RESEARCH STUDY WITH INTERMEDIATE-LEVEL SEVENTH-GRADE EFL STUDENTS
Abstract
Developing speaking skills remains one of the most persistent challenges in English as a Foreign Language (EFL) classrooms, particularly among young adolescent learners. Despite several years of formal instruction, many intermediate-level students demonstrate limited confidence, low motivation, and a reluctance to engage in oral communication, especially in teacher-centered environments. This study investigates the extent to which interactive, student-centered teaching methods can enhance speaking performance and willingness to communicate among seventh-grade EFL learners.
Adopting an action research design, the study was conducted over a 14-week academic term with 60 intermediate-level students (A2–B1). Three interactive methods — role-play and drama, structured group discussions, and language games — were systematically implemented. Data were collected through pre- and post-intervention speaking assessments, classroom observation checklists, and reflective teaching journals.
The findings revealed statistically significant improvements across all five dimensions of speaking performance (p < .001), with the greatest gains observed in fluency and interactive competence. Additionally, 70% of students demonstrated substantial improvement in confidence and participation, while voluntary speaking contributions increased more than sixfold over the course of the intervention.
The results suggest that interactive methods can play a transformative role in both the cognitive and affective dimensions of speaking development. The study provides practical evidence supporting a shift toward student-centered speaking instruction in lower secondary EFL contexts.
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