Investigating Students' Preferences and Use 0f • Speaking Strategies with Particular Reference to Yekatit 66 and W Iro Kelemework Secondary Schools
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Date
2012-05
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Addis Ababa University
Abstract
The purpose of this study was identifying the extent of preferences and
frequency of use of speaking s trategies of grade 10 students of Yekatit 66 and
W/ro Kelemework Secodary Schools. Moreover, it attempted to find out if there
are s ignificant differences between s tudents' extent of preferences and frequency
of use of speaking s trategies and it also identified some of the major factors that
inhibit learners from using their strategy p reference as frequ ently as possible. A
descriptive survey method was used. From the total population of 1547 s tudents,
195 (98 male and 97 female) students, who were selected by using simple
random sampling method, were involved in the study. In order to gather the
necessary data, questionnaires, interview and classroom observations were
employed. The questionnaires were used to gather data about the extent of
preferences and the frequency of use of peaking s trategies by students and to
identify the major factors that affect the use of sp eak ing strategies . The latter
two tools were employed in order to triangulate the data gathered through the
questionnaires. Accordingly, the following results have been found . The tudents
showed high pref erences towards all speaking s trategies . HOYJe ver, students '
preferences towards indirect strategies were greater than the -direct one. In
addition to this, none of the strategies were employed highly; rather students
showed medium use towards all sp eaking s trategies (affective, meta cognitive,
cOlnpensation, memory, cognitive and social s trategies). A nother important result
was that there was a difference between students ' extent of pref erence and
ji-equency of use of strategies. This means, stude nts ' attempt to use speaking
strategies in relation to their extent of preferences. were very weak. The major
factors that inhibited students strategy use were iack of awareness of s trategies.
absence of conducive school environment, lack of EFL teachers help in teaching
the strategies,. the influence of culture, fear of making mistake, fear of students
laughter and lack of experience of using strategies . Thus, it is recommended, that
all concerned bodies (teachers, school principals, students, etc.) should play a
significant role in every way possible in order to make students use speaking
strategies as frequently as possible.
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Investigating Students