The Impact of Dialogue and Discussion Strategy for Teaching Spoken English on Improving Academic Listening Skills among Students at the First Secondary Class in Jordan

Abstract

This study aims to explore the impact of the dialogue and discussion strategy for teaching Spoken English on improving academic listening skills among students at first secondary class in Jordan. The study was applied on 46 students of the first secondary class at Wadi Al-Seer Secondary Girl's School. The school was intentionally chosen where two sections of the first secondary class were randomly chosen. The first section consisting of 24 students was classified as an experimental group, while the second section consisting of 22 students was classified as a control group. The experimental group was taught speaking skill through using the dialogue and discussion strategy while the control group was taught through using the conventional method. The researcher used an instrument which she had prepared, an academic listening skills test in English, it is an essay test consisting of 15 written listening questions.

 The result of the study revealed that there is a statistical significant difference at the level of (α = 0.05) between the two means regarding the performance of the participants in  English listening skills,  in addition to the six skills. The result was in favor of the group members who were taught the speaking skills through the dialogue and discussion strategy.