‫سمينار عام ‪3-19‬‬

‫جامعة بنها‬
‫كلية التربية‬
‫قسم المناهج وطرق التدريس وتكنولوجيا التعليم‬

‫برنامج قائم على الذكاءات املتعددة باستخدام التعلم املدمج لتنمية مهارات‬
‫التحدث يف اللغة اإلجنليزية كلغة أجنبية وخفض القلق من التحدث لدي طالب‬
‫كلية الرتبية‬

‫خطة بحث مقدمه للتسجيل لدرجة الدكتوراة في الفلسفه تخصص مناهج‬

‫وطرق تدريس "اللغة اإلنجليزية وآدابها "‪.‬‬

‫اعداد‬
‫شيماء نبيل عبدهللا محمد‬
‫المدرس المساعد بالقسم‬

‫‪2024‬‬
 ‫المقدمة‬

‫تتكون اللغة اإلنجليزية من أربع مهارات يجب إتقانها‪ .‬من بين تلك المهارات تحظى مهاره التحدث‬
‫بمكانه مهمة وخصوصا في عصر العولمة ‪ ،‬حيث أصبحت اللغة اإلنجليزية وسيله للتواصل في هذا‬
‫العالم المنفتح‪ .‬وبالتالي هناك حاجه للتمكن من تلك المهارة ؛ األمر الذي يتطلب أن يتمكن الطالب في‬
‫القرن الحادي والعشرين من استخدام اللغة للتعبير عن احتياجاتهم وتوصيل أفكارهم بدلا من مجرد محاكاة‬
‫ما يمليه المعلم عليهم‪.‬‬

‫وتعد مهارة التحدث من المهارات المطلوب إتقانها‪ ،‬وتعرف على أنها الستخدام الشفهي للغة‪ ،‬فهي‬
‫الوسيلة التي يتواصل من خاللها األفراد )‪ .(Al-Ashri,2011‬وبالتالي يتوقف نجاح وفاعلية التواصل‬
‫بين األفراد عليها )‪ .(Yurt & Aktaş, 2016‬فهي كما أوضحها )‪ El Shamy (2022‬عملية ذي‬
‫اتجاهين فهي تحتاج إلي متحدث ينقل المعلومات ومتلقي لتلك المعلومات‪ .‬وبهذا المعنى‬
‫أوضح)‪ Benati( 2020‬أن مهارة التحدث هي ‪“:‬عملية تفاعلية لبناء المعنى تتضمن إنتاج المعلومات‬
‫وتلقيها ومعالجتها”(ص‪ .) 161.‬وكما أشار )‪ Ashour (2014‬إلى أنها عملية تفاوض على المعنى من‬
‫خالل األلفاظ باستخدام مهارتين فرعيتين وهما ‪ :‬المهارات الصريحة الشفوية والمهارات اإلجرائية‪ .‬وتعني‬
‫األولي إنتاج خطابات واضحة ل لبس فيها بينما تعني األخيرة وضع الكالم في تسلسل جيد ليكون‬
‫اضحا للمتلقيين‪.‬‬
‫و ا‬
‫وحدد ‪ )2016( Agzamova‬أن أي متحدث يجب أن يمر بثالث مراحل ‪ ،‬وهي ‪ :‬مرحلة ما قبل‬
‫التحدث‪ ،‬وأثناء التحدث‪ ،‬وبعد التحدث و تتضمن مرحلة ما قبل التحدث تخطيط وتنظيم األفكار باستخدام‬
‫مجموعة متنوعة من األنشطة مثل المناقشة أو العصف الذهني حيث يجمع الطالب كل أفكارهم حول‬
‫الموضوع ويقوم المعلم مسباقا بتدريس المفردات األساسية لمساعدة الطالب على فهمهم للموضوع ‪ .‬و‬
‫أيضا دمج المهارات مثل مهارتي الستماع و القراءة ( ‪Ghaemi‬‬
‫يتضمن نشاط "ما قبل التحدث" الجيد ا‬
‫‪.)and Hasannejad, 2015; Dabiri & Gilakjani, 2019‬وفي مرحلة" أثناء التحدث" يحتاج‬
‫الطالب إلى ممارسة التحدث بشكل فردي أو في أزواج أو مجموعات‪.‬و يتمثل دور المعلم في هذه‬
‫المرحلة في مراقبة ومساعدة الطالب الذين يواجهون صعوبات في إكمال مهام هذه المرحلة‪ ،‬وتقييم مدى‬
‫نجاح الطالب في إكمال المهام؛ وتحديد مدي استعدادهم لالنتقال إلى المرحلة التالية‪ .‬وفي المرحلة‬
‫النهائية‪ ،‬يفكر الطالب في قدراتهم على التحدث لتقييم ما فعلوه بشكل جيد وما يحتاجون إلى تحسينه‬
‫(‪.)Ngan, 2013‬‬

‫‪2‬‬
‫وأشارت دراسة كل من )‪ Zardini and Barnabé(2013‬إلى أن التحدث يعزز من الكفاءة‬
‫التواصلية‪ .‬وبهذا المعنى أوضحت دراسة )‪ Mulyanah et al. (2018‬أن الهدف من تدريس التحدث‬
‫هو تمكين الطالب من التواصل الجيد والتحدث بطالقة ودقة‪ .‬ومع ذلك أوضحت دراسة (‪)2008‬‬
‫‪ Derwing et al.,‬أن فصول اللغة اإلنجليزية كلغة أجنبية تولي الهتمام األكبر لمهارات القراءة والكتابة‬
‫و واستخدام القواعد النحوية أكثر من مهارتي التحدث والستماع‪ .‬وأشارت دراسة (‪ Malihah)2010‬إلى‬
‫أنه حتى في تدريس التحدث في فصول اللغة اإلنجليزية كلغة أجنبية‪ ،‬يتم التركيز على تكرار التدريبات أو‬
‫حفظ المحادثات أكثر من تمكين الطالب من إتقان مهارات التواصل مثل التعبير عن أنفسهم واحترام‬
‫القواعد الجتماعية والثقافية المرتبطة بالسياق الذي يتم التواصل من خالله ‪ .‬عالوة على ذلك‪ ،‬كما‬
‫وصفتها دراسة(‪ ، Gohar )2018‬فإن تدريس مهارة التحدث فقط داخل حدود الفصل الدراسي بدلا من‬
‫دعمها بمواقف حقيقية في سياقات تعلم اللغة اإلنجليزية كلغة أجنبية يعيق الطالب من أن يكونوا‬
‫متحدثين ماهرين‪.‬‬

‫ونظ ار ألهمية مهارة التحدث باللغة اإلنجليزية‪ ،‬فقد أجرى العديد من الباحثين العديد من الدراسات‬
‫لتنميها مثل ‪Lourdunathan (2005); Torky(2006) ; Bashir, et al.(2011) Diyyab‬‬
‫; )‪(2013); Helwa (2013); Ashour (2014); Stakanova and Tolstikhina (2014‬‬
‫‪Helwa (2015); Ismail (2016); AI-Jawad (2017) ; Hussein (2018); Wahyuni and‬‬
‫‪ Utami(2021); Megria(2021) and Miranda and Wahyudin (2023).‬حيث أكدت هذه‬
‫الدراسات أن القدرة على التحدث بطالقة أمر ل بد منه‪ ،‬خاصة مع انتشار اللغة اإلنجليزية في جميع‬
‫أنحاء العالم‪ ،‬وخصوصا مع الحاجة إلي تنمية المهارات الفكرية واإلدراكية والخيالية لدى الطالب والتي‬
‫ينميها التحدث حيث إنه يحفز الطالب على استخدام المناقشة ولعب األدوارـ‪ ،‬عالوة علي ذلك يحتاج‬
‫الطالب إلي تعلم العناصر اللغوية وغير اللغوية إلجراء محادثات تمكنهم من التعبير عن أنفسهم‪.‬‬

‫وتتم تنمية مهارات التحدث باللغة اإلنجليزية كلغة أجنبية عندما ينخرط الطالب في عملية تواصل‬
‫تفاعلية وذات معنى (‪ .)Tiwery & Souisa, 2019‬ومع ذلك‪،‬أوضح ‪Duong and Pham‬‬
‫(‪ )2022‬أن هناك ندرة في الفرص لممارسة هذه المهارات داخل وخارج الفصول الدراسية للغة اإلنجليزية‬
‫كلغة أجنبية ‪ ،‬ونتيجة إلي ذلك أوضح )‪ Salah(2021‬أن الطالب لن يتمكنوا من التعبير عن آراءهم‬
‫وعكس شخصيتهم بشكل كامل األمر الذي سيؤدي إلي مواجهتهم صعوبات في التواصل مع اآلخرين‪.‬‬
‫باإلضافة إلى ذلك‪ ،‬هناك عوامل أخرى تعيق ممارسة الطالب للتحدث مثل اتجاهات الطالب نحو اللغة‬
‫اإلنجليزية ()‪ ،Canceran & Temporal(2018‬وخلفياتهم المعرفية ‪ ،‬وكفاءة التحدث لديهم ( ‪El‬‬

‫‪3‬‬
‫‪ )Mortaji,2018‬والقلق من التحدث (‪ ، )Elkiran,2021‬حيث أوضح )‪ Cam (2017‬أن القلق من‬
‫التحدث هو أحد العوامل البارزة في جميع أنواع التعلم‪ ،‬خاصة كما أشار )‪El-Sakka (2016‬إلى أن‬
‫الطالب أثناء التحدث عليهم معالجة المدخالت اللغوية‪ ،‬و إنتاج أفكارهم في الوقت نفسه‪.‬‬

‫عرف)‪ Mohamad, et al. (2009‬قلق التحدث بأنه "مجموعة متميزة من التصورات الذاتية‬ ‫و ّ‬
‫والمعتقدات والمشاعر والسلوكيات المتعلقة باستخدام لغة أجنبية للتواصل خارج فصول اللغة"(ص‪.) 67.‬‬
‫كما أوضح )‪ Hutabarat and Simanjuntak (2019‬أن قلق التحدث هو "نوع من الخوف الذي‬
‫عرفه ‪Ahmed‬‬ ‫يعطي مشاعر سلبية للمتعلم الذي يحاول تعلم اللغة في الفصل الدراسي(ص‪ .") 46.‬وقد ّ‬
‫)‪ (2019‬بأنه "قلق خاص بموقف ما يحدث في كل مرة يحاول فيها المتعلم التحدث باللغة‬
‫إلى أن قلق التحدث يرتبط بالمواقف التي‬ ‫اإلنجليزية(ص‪." ( 61.‬و أشار)‪Bashori ,et al. (2022‬‬
‫ُيطلب فيها من المتعلمين المشاركة في األنشطة أمام الفصل‪ ،‬ويتزايد خصوصا مع المواقف التي تتطلب‬
‫من المتحدث نوعا من الرتجال‪.‬‬

‫وقد حاول العديد من الباحثين تحديد أسباب القلق من التحدث ‪ .‬فعلي سبيل المثال أشار‬
‫)‪ Tanveer (2007‬أن قلق التحدث قد ينبع من الطالب أنفسهم ‪ -‬أي أن دوافعهم الداخلية هي المحرك‬
‫األساسي للقلق من التحدث ‪ ،‬وتصوراتهم عن أنفسهم وعن اآلخرين (األقران‪ ،‬والمدرسين‪ ،‬والمتلقيين ‪ ،‬وما‬
‫إلى ذلك) ومواقف التواصل اللغوي المستهدفة‪ ،‬ومعتقداتهم حول اللغة اإلنجليزية كلغة أجنبية ‪ .‬و يمكن‬
‫أيضا ‪ -‬ممارسات المعلمين من مستوي القلق من التحدث ‪ ،‬فعلى سبيل المثال‪ ،‬أوضح‬
‫أن تزيد ‪ -‬ا‬
‫)‪ Aydin (1999‬أن ردود الفعل القاسية من المعلم هي عامل مثير للقلق‪ .‬وبهذا المعنى‪ ،‬أوضح‬
‫)‪ Balemir (2009‬أن ردود الفعل القاسية هذه يمكن أن تؤثر على شعور الطالب بالكفاءة الذاتية وعلي‬
‫دافعيتهم وبالتالي ينعكس ذلك في مساهمتهم في أنشطة التحدث‪ .‬تعد الطرق التي يستخدمها مدرسو اللغة‬
‫لتصحيح أخطاء الطالب مصادر مهمة أخري للقلق من التحدث حيث يؤدي التصحيح الفوري للمعلم‬
‫إلى فقدان تركيز الطالب ألنهم ل يملكون القدرة على تصحيح أخطائهم بأنفسهم ( ;‪Wörde, 2003‬‬
‫‪.)Zhang and Zhong, 2012‬‬

‫وأضاف )‪ Purba (2015‬و )‪ Al-amer (2018‬أن التعرض المحدود للغة المستهدفة يزيد من‬
‫قلق الطالب ويؤدي إلى إحراجهم أو توترهم عندما ُيطلب منهم التحدث داخل الفصل وخارجه‪ .‬عالوة‬
‫على ذلك‪ ،‬فإن الطالب العرب لديهم فرصة ضئيلة لتعلم اللغة اإلنجليزية من خالل التفاعل الطبيعي‪.‬‬
‫ويؤدي هذا إلى إعاقة الطالب عن التواصل وتحقيق الطالقة والكفاءة في اللغة اإلنجليزية ‪(Alrashidi‬‬

‫‪4‬‬
‫)‪ & Phan , 2015 Al-Sobhi & Preece , 2018‬حيث أوضح ‪ Kayaoğlu‬و‪Sağlamel‬‬
‫(‪ )2013‬أن المتعلمين يفتقرون إلى المعرفة بالقواعد النحوية للغة المستهدفة ول يستخدمونها بانتظام‬
‫مما يجعلهم يعانون من القلق من التحدث(ص‪ .)150 .‬وأضاف )‪Ahmed(2019‬أن ارتكاب األخطاء‬
‫النحوية ونقص المفردات وسوء النطق تمنع الطالب من المشاركة في األنشطة التي تعتمد علي مهاره‬
‫التحدث‪ .‬وأوضح )‪ Liu (2007‬و‪ )2021( Nur, et al.‬أنه عندما ل يقوم الطالب بإعداد أنشطتهم‬
‫التي تتطلب منهم التحدث ‪ ،‬فإنهم يشعرون بالكتئاب واإلنزعاج في تلك المواقف التي تتطلب منهم‬
‫التحدث‪.‬‬

‫وذكر )‪ Wilson (2006‬أن "األنشطة الصفية والبيئة التدريسية يمكن أن تؤثر بشكل مباشر على‬
‫قلق الطالب وعلى أدائهم في التحدث (ص‪ ." (103.‬وفي هذا الصدد أوضح‪ Pineda (2020)،‬أنه‬
‫عندما يكون لدى الطالب القدرة على التعبير عن أنفسهم دون التفكير في المخاوف‪ ،‬يمكنهم التغلب على‬
‫قلقهم من التحدث‪ .‬باإلضافة إلى ذلك‪ ،‬فإن إيجاد طرق مختلفة لتنفيذ المهام بطرق تناسب احتياجات‬
‫الطالب يمكن أن يساعد الطالب على التغلب على قلقهم )‪ .(Rahmi & Murtafi'ah ,2023‬وبهذا‬
‫المعنى‪ ،‬أوضح )‪ Saidi (2012‬أنه يمكن تلبية احتياجات الطالب من خالل نظرية الذكاءات المتعددة‪.‬‬
‫وهي كما أوضحها)‪ Armstrong (2018‬نظرية األداء المعرفي أكثر من “نظرية النوع” لتحديد الذكاء‬
‫الذي يناسب كل شخص‪ .‬ومن هذا المنظور‪ ،‬تم إعادة تعريف الذكاء على أنه "القدرة على إيجاد حلول‬
‫للمشكالت التي تعترضنا ‪ ،‬و الستجابة بنجاح للمواقف الجديدة‪ ،‬و التعلم من تجارب الفرد السابقة"‬
‫)‪ (Gardner, 1983, 21‬باإلضافة إلى ذلك‪ ،‬أوضح)‪ Degennaro(2010‬أن جميع األفراد ل‬
‫معا داخل كل شخص‬ ‫يمتلكون قدرات في جميع أنواع الذكاءات فحسب‪ ،‬بل تعمل هذه الذكاءات ا‬
‫أيضا ا‬
‫بطريقة فريدة‪.‬‬

‫وأوضح )‪ Özgen, et al. (2011‬أن األفراد الذين لديهم نفس الذكاء ل يعالجون المعلومات بنفس‬
‫الطريقة ومن ثم ‪ ،‬فإن هذه الختالفات تسلط الضوء على مفهوم الفروق الفردية‪ .‬ومن أجل تلبية‬
‫اختالفات الطالب يمكن استخدام التعلم المدمج )‪ .)Oktarina , et al., 2021‬وأوضح ‪Keshta and‬‬
‫)‪ Harb (2013‬أن التعلم المدمج هو تطور طبيعي للتعليم اإللكتروني‪ .‬تم تعريفه من قبل ‪Stein and‬‬
‫وجها لوجه مع التعلم عبر اإلنترنت إلنتاج تعلم فعال‬
‫‪ )2014(Graham‬على أنه "مزيج من التعلم ا‬
‫)‪AlMaghreby (2013‬و ‪Abdelhaq and Helwa‬‬ ‫وكفء ومرن"(ص‪ .)12 .‬وأوضح‬
‫)‪(2016‬أن التعلم المدمج يعتبر الجيل الثالث من التعليم عن بعد الذي يجمع بين التعليم وجها لوجه مع‬
‫التقنيات المتزامنة و‪/‬أو غير المتزامنة لجعل المتعلمين ينخرطون في تفاعل هادف وتعلم مفيد ومستقل‬

‫‪5‬‬
‫ومتزايد باستمرار وذاتي السرعة لتعزيز كفاءة وفعالية التعلم‪ .‬وأكد )‪ Almusawi (2011‬أن التعلم‬
‫أشكال عديدة تتجاوز مجرد المزج بين التعلم عبر اإلنترنت والتعلم دون اتصال باإلنترنت‪.‬‬
‫ا‬ ‫المدمج يتخذ‬
‫على سبيل المثال‪ ،‬يتضمن مزج التعلم الذاتي والتعلم الحي والتعاوني‪ ،‬ومزج التعلم المنظم وغير المنظم‬
‫ومزج التعلم والممارسة ودعم األداء‪.‬‬

‫وهناك فوائد عديدة للتعلم المدمج لتطوير مهارات التحدث باللغة اإلنجليزية كلغة أجنبية وخفض‬
‫القلق من التحدث‪ .‬حيث أوضح )‪ Picciano, et al (2013‬كما ذكرت )‪ Diab (2020‬أنه من خالل‬
‫التعلم المدمج‪ ،‬يمكن للطالب المشاركة في مشاريع تعاونية‪ ،‬ودعم التواصل من خالل البريد اإللكتروني‪،‬‬
‫والويكي‪ ،‬ولوحات المناقشة الجماعية‪ .‬وأضاف )‪ McCue (2014‬أنه يمكن للمعلمين الستفادة من وقت‬
‫الفصل الدراسي من خالل تطوير المهارات الخاصة بطرح األسئلة والتقييم لدى الطالب وذلك من خالل‬
‫تشجيع المتعلمين على اكتشاف المعلومات األساسية للدرس قبل عرضها وشرحها‪ .‬كما أكد ‪Hashemi‬‬
‫)‪ and Si Na (2020‬أن التعلم المدمج يلبي أنماط التعلم المختلفة ومستويات المهارات لدى الطالب‬
‫مع التركيز على استخدام األدوات المرئية والتفاعلية لتعزيز األنشطة التي تتم بشكل تقليدي دون الحاجه‬
‫لإلنترنت‪.‬‬

‫وبشكل أكثر وضوحا‪ Alsalhi ,et al. (2019) ،‬فإن التعلم المدمج يم ّكن الطالب من الشعور بالثقة‬
‫عند المشاركة في مهمة مختلفة‪ .‬وخالصة القول‪ ،‬كما أكد ‪ )2020( Diab‬أن التعلم المدمج ل يأخذ في‬
‫أيضا على استخدام وسائل التعلم كوسيلة‬
‫العتبار نماذج التعلم وأساليب التعلم فحسب‪ ،‬بل يسلط الضوء ا‬
‫)‪ Fannakhosrow and Nourabadi (2019‬و‬ ‫لتلبية احتياجات الطالب‪ .‬و أوضح‬
‫)‪ Oktarina, et al (2020‬أنه على الرغم من عدم تنفيذ استراتيجيات التعليم المدمج المبني على‬
‫الذكاءات المتعددة‪ ،‬فإن الذكاءات المتعددة القائمة علي التعلم المدمج تزيد من جودة تعلم الطالب‬
‫بالمقارنة مع األسلوب التقليدي حيث إنه يعزز حماس الطالب ويساعدهم على التركيز في التعلم‪.‬‬

‫‪ -‬اإلحساس بالمشكلة‬

‫بالرغم من أهمية مهارة التحدث باللغة اإلنجليزية كلغة أجنبية ‪ ،‬فإن طالب الفرقة الثانية شعبة‬
‫اللغة اإلنجليزية بكليه التربية جامعة بنها تنقصهم تلك المهارة ‪ ،‬حيث إنهم ل يستطيعون التعبير عن‬
‫أنفسهم بكفاءة ويجدون صعوبة في استخدام اللغة اإلنجليزية وقد أشارت العديد من الدراسات إلى وجود‬
‫هذا النقص مثل ‪Diyyab , et al. (2013 ; Helwa(2013) ; El-Sakka (2016) ; Ghoneim‬‬
‫‪ and Elghotmy (2016) ; El-Sakka (2017) and El-Sadek(2018).‬حيث أظهرت هذه‬

‫‪6‬‬
‫فرصا‬
‫لطالبهم ا‬ ‫الدراسات أن الطالب ل يستطيعون التعبير عن أنفسهم‪ .‬كما أن المعلمين ل يوفرون‬
‫لممارسة مهارات التحدث باللغة اإلنجليزية كلغة أجنبية في سياقات التواصل‪ .‬عالوة على ذلك‪ ،‬فإن‬
‫تدريس مهارات التحدث داخل فصول اللغة اإلنجليزية كلغة أجنبية يركز فقط على التدريبات المتكررة‪،‬‬
‫والتمكن من القواعد النحوية ‪ ،‬وحفظ المفردات‪ ،‬ومع ذلك‪ ،‬ل يستطيع الطالب استخدام القواعد النحوية‬
‫بشكل صحيح‪ ،‬و التعبير عن أفكارهم بشكل واضح مع سوء النطق الذي يعيق فهم ووضوح تلك األفكار‪.‬‬

‫باإلضافة إلى ذلك‪ ،‬رفض الطالب التحدث أمام أقرانهم بسبب خوفهم من ارتكاب األخطاء‪ .‬ونتيجة‬
‫لذلك‪ ،‬فإنهم يعانون من قلق التحدث‪ .‬كما أشارت العديد من الدراسات حول العالقة بين مهارة التحدث‬
‫وقلق التحدث مثل (‪; Helwa (2015); El- EL-Bassuony (2010) ; Diyyab (2013‬‬
‫أن‬ ‫‪ .Sadek(2018); AL-Aamer (2018) ; Mohamed(2020‬حيث أكدت تلك الدراسات‬
‫الطالب يشعرون بالقلق عند التحدث أمام اآلخرين وخاصة أمام الذين يتقنون اللغة اإلنجليزية‪ .‬وأوضحوا‬
‫أن الخوف من التقييم الذي يقدمه المعلم واألقران‪ ،‬وعدم قدرة الطالب على التحدث دون تحضير‪،‬‬
‫والتعرض المحدود للغة المستهدفة والصعوبات اللغوية يؤثر على إتقان مهارات التحدث‪ ،‬وبالتالي يصبح‬
‫الطالب أقل اهتمام ا وغير راضين عن التعلم وتطوير أدائهم وكفاءتهم اللغوية‪.‬‬

‫وبناء على خبرة الباحثة الشخصية ‪ ،‬فإن طالب الفرقة الثانية شعبة اللغة اإلنجليزية يتجنبون‬
‫المواقف التي تتطلب منهم التعبير عن أفكارهم بثقة‪ ،‬عالوة على ذلك‪ ،‬على الرغم من أنهم يطلبون مز ايدا‬

‫من الوقت إلعداد حديثهم‪ ،‬إل أن حديثهم يميل إلى أن يكون ا‬

‫مبنيا على تكرار ما يسمعونه بدلا من‬
‫التعبير عن أفكارهم كما أنهم عندما ل يتمكنون من التعبير عن المعنى المقصود‪ ،‬فإنهم يميلون إلى‬
‫استخدام المزيد من الكلمات اإلضافية التي لمعني لها بطريقة تجعل المستمعين يفشلون في فهم ما‬
‫يريدون قوله ؛ األمر الذي يؤدي بهم إلي استخدام لغتهم األم ‪ .‬باإلضافة إلى ذلك‪ ،‬فإن محدودية مفرداتهم‬
‫وقواعدهم اللغوية وأخطاءهم في النطق تجعلهم يشعرون بالحرج أثناء التحدث‪.‬‬

‫ولتوثيق مشكلة الدراسة ‪ ،‬أجرت الباحثة دراسة استطالعية للتحقق من وجود ٍ‬

‫تدن لدى طالب الفرقة‬
‫الثانية شعبة اللغة اإلنجليزية كلغة أجنبية على مجموعة مكونه من (‪ )20‬طالب ا خالل الفصل الدراسي‬
‫األول للعام الدراسي ‪ , 2022-2023‬و استخدمت الباحثة اختبار أعدته)‪Hussein (2018‬‬
‫)‪ (Appendix A‬لقياس مهارات التحدث وتكون الختبار من ( ‪ )3‬أسئلة ‪ ,‬و قامت الباحثة بقياس‬
‫المهارات الخاصة بالدقة والطالقة والمهارات العملية ومقياس متدرج لتصحيحه (‪, )Appendix (B‬‬
‫وأظهرت النتائج أن طالب الفرقة الثانية قسم اللغة اإلنجليزية كلغة أجنبية لديهم مشكالت في مهارة‬
‫التحدث‪ ,‬حيث كانت درجاتهم أقل من ‪ .(Appendix C)%50‬كما أجرت الباحثة دراسة استطالعيه‬

‫‪7‬‬
‫أخرى لقياس القلق من التحدث واستخدمت مقياس أعدته )‪El-Sadek (2018) (Appendix D‬‬
‫وأكدت نتائج المقياس أن ‪ %60‬من الطالب المشاركين حصلوا على أكثر من ‪ 65‬درجة على المقياس‬
‫كما حددت )‪ .El-Sadek (2018) (Appendix D‬ولذلك تهدف الدراسة الحالية إلى استخدام برنامج‬
‫قائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج في تنمية مهارات التحدث باللغة اإلنجليزية‬
‫كلغة أجنبية وخفض القلق من التحدث لدى طالب كلية التربية‪.‬‬

‫‪ -‬مشكله الدراسة‬

‫تتحدد مشكله الدراسة الحالية في تدني مستوى مهارة التحدث باللغة اإلنجليزية كلغة أجنبية‪ ،‬وارتفاع‬
‫مستوى القلق من التحدث لدى طالب الفرقة الثانية شعبة اللغة اإلنجليزية‪ ،‬ولذلك تهدف الدراسة الحالية‬
‫إلى استخدام برنامج قائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج لتنمية مهارات التحدث‬
‫في اللغة اإلنجليزية كلغة أجنبية وخفض القلق من التحدث لدي طالب كلية التربية‪.‬‬

‫وللتصدي لهذه المشكلة تحاول الدراسة الحالية اإلجابة عن األسئلة التالية‪:‬‬

‫‪ -1‬ما مهارات التحدث الالزمة لطالب الفرقة الثانية بكلية التربية؟‬

‫‪ -2‬ما هي أبعاد القلق من التحدث باللغة اإلنجليزية كلغة أجنبية؟‬

‫‪ -3‬ما هي مالمح البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج ؟‬

‫‪ -4‬ما مدي فاعلية البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج في تنمية‬
‫مهارات التحدث باللغة اإلنجليزية كلغة أجنبية لدى طالب الفرقة الثانية بكلية التربية؟‬

‫‪ -5‬ما مدي فاعلية البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج في‬
‫خفض القلق من التحدث باللغة اإلنجليزية لدى طالب الفرقة الثانية بكلية التربية؟‬

‫‪ -‬حدود الدراسة‬

‫تقتصر الدراسة الحالية علي ‪:‬‬

‫‪ -1‬مجموعة من طالب الفرقة الثانية عام شعبة اللغة اإلنجليزية‪ :‬وذلك بسبب تدني مهارات التحدث‬
‫باللغة اإلنجليزية وارتفاع مستوي القلق من التحدث كما أشارت الدراسات السابقة‪.‬‬
‫‪ -2‬يعض مهارات التحدث باللغة اإلنجليزية كلغة أجنبية الالزمة لطالب الفرقة الثانية عام بكلية التربية‬
‫جامعه بنها‪.‬‬

‫‪8‬‬
‫‪ -3‬بعض أنواع الذكاءات المتعددة (الذكاء اللغوي‪ ،‬الذكاء الشخصي‪ ،‬الذكاء الجتماعي) حيث تتناسب‬
‫هذه الذكاءات مع طبيعة مهارات التحدث وتوظيفها قي مواقف الحياة اليومية‪.‬‬

‫‪ -4‬عينه الدراسة‪:‬‬

‫تتمثل عينه الدراسة في بعض طالب الفرقة الثانية عام شعبة اللغة اإلنجليزية بكلية التربية جامعة بنها‪.‬‬

‫أدوات الدراسة وموادها‬

‫‪ -1‬قائمه بمهارات التحدث باللغة اإلنجليزية كلغة أجنبية والالزمة لطالب الفرقة الثانية لدى طالب كلية‬
‫التربية ‪.‬‬
‫‪ -2‬اختبار مهارات التحدث باللغة اإلنجليزية كلغة أجنبية (تطبيقه قبليا وبعديا) ومقياس متدرج‬
‫لتقديرهم‪.‬‬
‫‪ -3‬مقياس القلق من التحدث (تطبيقه قبلي ا وبعدي ا)‬

‫‪-4‬برنامج قائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج ‪.‬‬

‫‪-‬أهمية الدراسة‬

‫تكمن أهمية الدراسة الحالية فيما ستقدمه للفئات اآلتية‪:‬‬

‫‪ .1‬طالب الفرقة الثانية بشعبة اللغة اإلنجليزية كلغة أجنبية‪ ،‬وذلك من خالل‪:‬‬

‫• تنمية بعض مهارات التحدث باللغة اإلنجليزية كلغة أجنبية‬

‫• تشجيعهم وتحفيزهم على التعبير عن أفكارهم الخاصة في حديثهم‬

‫• تعزيز تعلمهم من خالل التركيز على ربط تعلمهم بذكائهم‪.‬‬

‫• التغلب على قلقهم من التحدث‪.‬‬

‫‪ -2‬معلمو اللغة اإلنجليزية كلغة أجنبية‪ ،‬وذلك من خالل‪:‬‬

‫• مساعدة المعلمين على تشجيع طالبهم على ربط حديثهم بحياتهم اليومية‪.‬‬
‫تزويدهم ببعض الستراتيجيات لتنمية مهارات التحدث لدى طالبهم وخفض قلق التحدث لدى‬ ‫•‬
‫طالبهم‪.‬‬
‫مساعدتهم على تلبية ذكاء طالبهم بشكل أفضل في ضوء التعلم المدمج‪.‬‬ ‫•‬

‫‪9‬‬
 ‫الهتمام بأهمية دمج الذكاءات المتعددة المختلفة في التعلم المدمج ‪.‬‬ ‫•‬
‫‪ -3‬مخططو المناهج ‪ ,‬وذلك من خالل‪:‬‬

‫الهتمام بأهمية دمج الذكاءات المتعددة المختلفة في التعلم المدمج وذلك من خالل تضمينها في برنامج‬
‫إعداد معلمي اللغة اإلنجليزية‬

‫‪ -4‬الباحثون‪ ,‬وذلك من خالل‪:‬‬

‫• تزويدهم بقائمة بمهارات التحدث باللغة اإلنجليزية كلغة أجنبية‪.‬‬

‫• تشجيعهم على دمج الذكاءات المتعددة في التعلم المدمج لتنمية مهارات التحدث باللغة اإلنجليزية‬
‫وخفض القلق من التحدث‪.‬‬

‫• تزويدهم بإرشادات وتوجيهات التي يمكن من خاللها استخدام المزيد من األنشطة لتنشيط الطالب‬
‫للتحدث باللغة اإلنجليزية‬

‫‪-5‬إجراءات الدراسة ‪:‬‬

‫لإلجابة عن أسئلة الدراسة تسير اإلجراءات وفق ا لما يأتي ‪:‬‬
‫‪ -1‬تحديد مهارات التحدث باللغة اإلنجليزية كلغة أجنبية الالزمة لطالب الفرقة الثانية بكليه التربية‬
‫ببنها‪ ,‬ويتم ذلك من خالل‪:‬‬
‫• مراجعه األدبيات والدراسات السابقة المرتبطة بمهارات التحدث باللغة اإلنجليزية كلغة‬
‫أجنبية‪.‬‬
‫• إعداد قائمة بمهارات التحدث باللغة اإلنجليزية كلغة أجنبية الالزمة لطالب الفرقة الثانية‬
‫بكلية التربية‪.‬‬
‫• عرض القائمة على مجموعه من المحكمين للتحقق من صدقها‪.‬‬
‫• تعديل القائمة في ضوء آراء المحكمين ووضعها في صورتها النهائية‬

‫‪ -2‬التعرف على أبعاد القلق من التحدث باللغة اإلنجليزية كلغة أجنبية ‪ ,‬ويتم ذلك من خالل‪:‬‬

‫• مراجعة األدبيات والدراسات ذات الصلة المتعلقة بالقلق من التحدث‪.‬‬

‫• تحديد أبعاد القلق من التحدث‪.‬‬
‫• إعداد مقياس القلق من التحدث باللغة اإلنجليزية كلغة أجنبية‪.‬‬

‫• عرض المقياس على مجموعه من المحكمين للتحقق من صدقة‪.‬‬

‫‪10‬‬
 ‫• تعديل المقياس في ضوء آراء المحكمين ووضعه بصورته النهائية‪.‬‬

‫‪ -3‬تحديد مالمح البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج لتنمية مهارات‬
‫التحدث باللغة اإلنجليزية وخفض القلق من التحدث‪ ,‬ويتم ذلك من خالل‪:‬‬

‫• مراجعة األدبيات والدراسات السابقة المتعلقة بالتعلم المدمج ونظرية الذكاءات المتعددة‪.‬‬
‫• تحديد أهداف ومحتوى وأنشطة وطرق تقييم البرنامج المدمج القائم على نظرية الذكاءات‬
‫المتعددة‪.‬‬
‫• تعديل وإعداد البرنامج بشكله النهائي‪.‬‬

‫‪-4‬تحديد مدي فاعلية استخدام البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج‬
‫في تنمية مهارات التحدث باللغة اإلنجليزية لدى طالب الفرقة الثانية بكلية التربية من خالل‪:‬‬

‫• تصميم اختبار لمهارات التحدث باللغة اإلنجليزية كلغة أجنبية يطبق قبلي ا وبعدي ا ومقياس‬
‫أداء متدرج لتصحيح الختبار‪.‬‬
‫• عرض الختبار على مجموعة من المحكمين للتحقق من صدق الختبار‪.‬‬
‫• التعديل في ضوء آراء المحكمين‪.‬‬
‫• التحقق من ثبات الختبار ‪.‬‬
‫• اختيار مجموعة من طالب الفرقة الثانية كمجموعة تجريبية‪.‬‬
‫• تدريس الطالب باستخدام البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم‬
‫المدمج‪.‬‬
‫• تطبيق الختبار البعدي على المجموعة التجريبية بعد تطبيق المعالجة لقياس مدي‬
‫فاعلية البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج‪.‬‬
‫• ‪ -5‬تحديد مدي فاعلية استخدام البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم‬
‫المدمج في خفض القلق من التحدث باللغة اإلنجليزية لدى طالب الفرقة الثانية بكلية التربية من‬
‫خالل‪:‬‬
‫• • إعداد مقياس القلق من التحدث باللغة اإلنجليزية كلغة أجنبية كمقياس قبلي‪/‬بعدي‪.‬‬
‫عرض المقياس على مجموعة من المحكمين للتحقق من صدق المقياس‪.‬‬ ‫•‬
‫التعديل في ضوء آراء المحكمين‪.‬‬ ‫•‬
‫• التحقق من ثبات المقياس‪.‬‬
‫• اختيار مجموعة من طالب الفرقة الثانية كمجموعة تجريبية‪.‬‬

‫‪11‬‬
‫• تدريس الطالب باستخدام البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم‬
‫المدمج‪.‬‬
‫• التطبيق البعدي للمقياس على المجموعة التجريبية بعد المعالجة لقياس مدي فاعلية‬
‫البرنامج القائم على نظرية الذكاءات المتعددة باستخدام التعلم المدمج‪.‬‬

‫‪)6‬تجميع بيانات الدراسة ‪ ,‬وتحليلها إحصائيا‬

‫‪)7‬تفسير النتائج‪.‬‬

‫‪)8‬تقديم التوصيات والمقترحات‪.‬‬

‫‪ -‬مصطلحات الدراسة‬
‫الذكاءات المتعددة‬
‫عرف ‪ )1983( Gardner‬الذكاء بأنه أنه "القدرة على إيجاد المشكالت وحلها‪ ،‬والقدرة على الستجابة‬
‫بنجاح للمواقف الجديدة‪ ،‬والقدرة على التعلم من تجارب الفرد السابقة (ص ‪")21‬‬

‫وأوضح ‪ )2001( Richards and Rodgers‬أن الذكاءات المتعددة هي" فلسفة قائمة على المتعلم‬
‫تتعامل مع الذكاء البشري على أنه يتكون من أبعاد مختلفة ولكنها مرتبطة ببعضها البعض"‪.‬‬

‫هذا المصطلح بأنه" نظرية األداء المعرفي وليس "نظرية النوع"‬ ‫عرف (‪Armstrong)2018‬‬ ‫كما ّ‬
‫لتحديد الذكاء الذي يناسب كل شخص"‪.‬‬

‫وتعرفها الباحثة إجرائيا بأنها ‪:‬‬

‫نظرية تنظر إلى الذكاء البشري على أنه يتكون من أبعاد مختلفة ولكنها مترابطة تمكن الطالب من حل‬
‫المشكالت والستجابة بنجاح للمواقف الجديدة مستفيدين من خبراتهم السابقة‪.‬‬

‫التعلم المدمج‬
‫عرفه ‪ )2001( Singh and Reed‬بأنه ‪" :‬برنامج تعليمي حيث يتم استخدام أكثر من طريقة تقديم‬
‫بهدف تحسين نتائج التعلم وتكلفة تقديم البرنامج (ص‪.") 1‬‬

‫عرفه (‪ )Stein and Graham, 2014‬على أنها "دمج الخبرات التي يحصل عليها المتعلم في‬
‫وقد ّ‬
‫وجها لوجه) مع تلك التي يحصل عليها عبر اإلنترنت إلنتاج تعلم كفء و فعال‬
‫التعلم التقليدي (أي ا‬
‫ومرن (ص‪.")12‬‬

‫‪12‬‬
 ‫وتتبني الباحثة تعريف) ‪ Singh and Reed )2001‬ألنه مناسب للدراسة الحالية‪.‬‬

‫التحدث باللغة اإلنجليزية كلغة أجنبية‬

‫عرف ‪ )2007( Harmer‬التحدث باللغة اإلنجليزية كلغة أجنبية بأنه ‪":‬القدرة على التحدث بطالقة‬
‫ّ‬
‫أيضا القدرة على معالجة المعلومات واللغة على‬ ‫ول تفترض معرفة ميزات اللغة فحسب‪ ،‬بل تفترض ا‬
‫الفور(ص ‪."")284‬‬

‫عرف ‪ )2014( Ashour‬التحدث باللغة اإلنجليزية كلغة أجنبية بأنه‪" :‬مهارة إنتاجية ينطق فيها‬
‫و ّ‬
‫الطالب كلمات وجمل ألغراض محددة لتوصيل رسائل معينة مع مراعاة القواعد النحوية بطريقة تعكس‬
‫نوعا من الثقة والراحة (ص‪".)7‬‬

‫كما عرفه ‪ )2018( Elgaboury‬بأنه‪“ :‬المهارات الشفهية التي تؤدي إلى التواصل الفعال‪ .‬وهي‬
‫التركيب النحوية‪ ،‬و المفردات‪،‬‬
‫تشمل نطق الكلمات‪ ،‬واستخدام لغة الجسد‪ ،‬وتعبيرات الوجه‪ ،‬ومراعاة ا‬
‫والجوانب الجمالية للغة( ص‪.")8‬‬

‫وأشار ‪ )2020( Ratnaningsih, et al.‬إلي أن التحدث باللغة اإلنجليزية كلغة أجنبية يعني "عملية‬
‫منطوقة شفهية للتعبير عن األفكار والمشاعر والتفكير في التجارب ومشاركة المعلومات (ص‪.")146‬‬

‫وتعرفه الباحثة إجرائيا بأنه‪:‬‬

‫"عملية تحدث شفهية للتعبير عن األفكار والمشاعر‪ ،‬والتفكير في الخبرات‪ ،‬ومشاركة المعلومات حيث‬
‫يحتاج الطالب إلى التمكن من مهارات النطق‪ ،‬والتحكم في لغة الجسد وتعبيرات الوجه‪ ،‬ومراعاة التراكيب‬
‫النحوية‪ ،‬و المفردات والجوانب الجمالية للغة‪.‬‬

‫القلق من التحدث‬

‫عرف القلق بأنه "شعور شخصي بالتوتر والخوف والعصبية والقلق‬

‫عرف (‪ّ Horwitz et al)1986‬‬
‫المرتبط بإثارة الجهاز العصبي الالإرادي" (ص ‪.)125‬‬

‫وذكر‪ )1994( Brown‬أن قلق التحدث يتضمن بعض الخصائص المشتركة مثل حالة الخوف والتوتر‬
‫والشعور بعدم الرتياح وذلك عندما يحاول المتعلمون استخدام اللغة شفهي ا‪.‬‬

‫قلق التحدث بأنه "مجموعة متميزة من التصورات الذاتية‬ ‫عرف )‪Mohamad, et al. (2009‬‬ ‫ّ‬
‫والمعتقدات والمشاعر والسلوكيات المتعلقة باستخدام لغة أجنبية للتواصل خارج فصول اللغة" (ص ‪.)67‬‬

‫‪13‬‬
‫وأوضح )‪ Hutabarat and Simanjuntak (2019‬أن قلق التحدث هو "نوع من الخوف الذي يعطي‬
‫مشاعر سلبية للمتعلم الذي يحاول تعلم اللغة في الفصل الدراسي"(ص‪.)46‬‬

‫عرفه )‪ Ahmed (2019‬بأنه "قلق خاص بموقف ما يحدث في كل مرة يحاول فيها المتعلم التحدث‬ ‫وقد ّ‬
‫باللغة اإلنجليزية"(ص‪.)61‬‬

‫وتعرفه الباحثة إجرائيا بأنه‪:‬‬

‫مجموعة من التفاعالت السلبية المرتبطة باتجاه الفرد ‪،‬وانفعالته ‪،‬وسلوكياته التي يدعم بعضها البعض‬
‫ويؤثر كل منها علي اآلخر وذلك في كل مرة يحاول فيها المتعلم التحدث باللغة اإلنجليزية"‪".‬‬

‫‪14‬‬
Benha University
Faculty of Education
Dept. of Curriculum, Instruction & Education0al Technology

A Program Based on Multiple Intelligences via Blended

Learning for Developing EFL Speaking Skills and
Reducing Speaking Anxiety of Students at The Faculty of
Education
‫برنامج قائم على الذكاءات املتعددة باستخدام التعلم املدمج لتنمية مهارات‬
‫التحدث يف اللغة اإلجنليزية كلغة أجنبية وخفض القلق من التحدث لدي طالب‬
‫كلية الرتبية‬

A Research Proposal
Submitted for Registering PH.D in Education
(Curriculum & Instruction(EFL& Its Arts)

Prepared by
Shaimaa Nabil Abdallah Mohammed
An Assistant Lecturer at the Department of Curriculum, Instruction, &
Educational Technology, Faculty of Education, Benha University

2024
Introduction
English language consists of different skills to be mastered. These skills
are listening, speaking, reading and writing. Speaking skill is an urgent skill to
be developed in a world governed by globalization where English is a medium
of communication. Mastering this skill necessitates students to have the ability
to take the lead to have this skill. Furthermore, in a 21st century world, speaking
should not be confined only to reproduce what the teacher says. Instead,
students need to communicate their personal needs and claim their rightful place
in society using language.
Speaking is one of the skills that need to be mastered in learning English. It is
the oral use of language and a medium through which human communicate (Al-
Ashri,2011). It determines the effectiveness and success of communication
between people (Yurt & Aktaş, 2016). It is as clarified by El Shamy (2022) as a
two-way process that requires a speaker who conveys information and a listener
who receives that information. In this sense, Benati( 2020) clarified that
speaking skill is “an interactive process of constructing meaning that involves
producing, receiving, and processing information”(p. 161). It is as highlighted
by Ashour (2014) a process of negotiation of meaning through utterances using
two sub-skills of negotiation; oral explicitness and procedural skills. Within oral
explicitness, one needs to produce clear and unambiguous speeches. Through
procedural skills, on the other hand, utterance is put in a well-planned sequence
to make it clear for the listeners.
Hossain (2015) clarified that this skill goes beyond just pronouncing words.
It involves as indicated by Boonkita (2010) understanding how words are
segmented into various sounds, how sentences are stressed and acquiring
grammatical competence which contributes to their fluency, accuracy, and
confidence in English. Mackey and Gass (2005) as cited in Al-Qassas (2019)
confirmed that speaking skill involves the use of sounds in the correct patterns
of rhythm, intonation and the choice of words in the correct order to convey
meaning for communicative purposes with others”(p. 257). Salam, et al. (2004)
added that speaking includes a collection of micro-skills, including vocabulary,
grammar, pronunciation, etc. from the whole language perspective(p.67). More
clearly, Richard (2008) and Diyyab (2013) pointed out that speaking includes
syntactic skills, pragmatic skills, semantic skills and interaction skills.
Agzamova(2016) identified that any speaker should go through three
stages namely, pre-speaking , while speaking and post speaking. Pre- speaking
stage involves planning and organizing of ideas using varieties of speaking
activities. These activities involve discussion or brainstorming where students
collect all their ideas on the topic and the teacher pre-teaches key vocabulary to
help students with their comprehension. A good pre-speaking activity ,also,
includes integrating skills, maybe listening and sometimes reading (Ghaemi and
2
Hassannejad , 2015 ; Dabiri & Gilakjani , 2019). Within while speaking stage,
students need to practice speaking individually or in pairs, or groups. The
teacher’s role is to monitor and assists weaker students with their difficulties in
completing this stage tasks, and evaluates how well students have completed the
tasks; whether they are ready to go to the next stage or not. Within the final
stage, students reflect upon their speaking abilities to determine what they have
done well and what they need to be improved (Ngan , 2013).

Zardini and Barnabé (2013) indicated that speaking promotes communicative

efficiency. In this sense, Mulyanah ,et al. (2018) clarified that the goal of
teaching speaking is to enable students to be good communicators who speaks
fluently and accurately. However, Derwing ,et al. (2008) clarified that EFL
classes provide more attention to develop reading, writing, and grammar skills,
more than speaking and listening. Malihah (2010) pointed out that even in
teaching speaking in EFL classes, the focus is given to the repetition of drills or
memorization of dialogues more than enabling students to master the
communicative skills such as expressing themselves and respecting the social
and cultural rules appropriate in each communicative situation. Moreover, as
described by Gohar (2018), teaching speaking skill only within the confines of
the classroom than being supported with authentic situations in EFL learning
contexts prohibits students from being proficient speakers.
Due to the importance of EFL speaking skills, many researchers had
conducted several studies to develop these skills. Lourdunathan (2005);
Torky(2006) ; Bashir, et al.(2011) Diyyab (2013); Helwa (2013); Ashour (2014);
Stakanova and Tolstikhina (2014) ; Helwa (2015); Ismail (2016); AI-Jawad
(2017) ; Hussein (2018); Wahyuni and Utami(2021); Megria(2021) and Miranda
and Wahyudin (2023). These studies confirmed that the ability to speak fluently
is a must, especially with the widespread of English language all over the world.
Speaking develops students’ intellectual skills , perceptions and imagination. It
motivates students to use a wide variety of ideas and formats such as discussion
and role play. Additionally, through speaking students learn linguistic and non-
linguistic elements to conduct a flow conversation and express themselves.

EFL speaking skills are developed when students are engaged into
interactive and meaningful communicative process (Tiwery & Souisa, 2019).
Yet, Duong and Pham (2022) clarified that there is a paucity of opportunities to
practice these skills inside and outside EFL classroom. Consequently, as Salah
(2021) clarified that students will not be able to present their personality or
insight completely and have trouble connecting to others. Additionally, there are
other factors that hinder students’ practice of speaking such as students' attitudes
towards English (Canceran & Temporal, 2018), background knowledge and
speaking competency (El Mortaji, 2018) and speaking anxiety (Elkiran, 2021).

3
Cam (2017) highlighted that speaking anxiety is an outstanding factor in all
kinds of learning, especially as El-Sakka (2016) pointed out that within
speaking students need to not only process linguistic inputs, but also to produce
their thoughts at the same time.
Mohamad, et al. (2009) defined speaking anxiety as "a distinct complex
of self-perceptions, beliefs, feelings, and behaviors related to using a foreign
language for communication beyond the language classroom"(p. 67). Hutabarat
and Simanjuntak (2019) clarified that speaking anxiety is “a kind of fear that
gives negative feelings to the learner who tries to learn language in the
classroom” (p. 46). Ahmed (2019) defined it as “a situation specific anxiety that
occurs every time the learner attempts to speak in English” (p. 61). Bashori ,et
al. (2022) indicated that speaking anxiety is related to situations in which
learners are required to take part in activities in front of the class, especially
with improvised performance.
Many researchers have tried to identify the causes of speaking anxiety.
Tanveer (2007), for example, pointed out that it may stem from students
themselves, i.e., their intrinsic motivation , their perceptions about themselves
and others (peers, teachers, interlocutors, etc.) and target language
communication situations, their beliefs about EFL learning. Teachers also have
roles for speaking anxiety. For example, Aydin (1999) clarified that harsh
feedback from the teacher is an anxiety-provoking factor. In this sense, Balemir
(2009) clarified that this harsh feedback can affect students’ sense of self-
efficacy and motivation and consequently their contribution within speaking
activities. The ways language teachers use for correcting students’ mistakes are
important sources. Within this context, teacher’s instant correction causes
students to be interrupted and lose their focus as they do not have the ability to
correct their errors by themselves ( Wörde, 2003 ; Zhang and Zhong , 2012) .
Purba (2015) and Al-amer (2018) added that limited exposure to the
target language increases students’ anxiety and result into embarrassment or
stress for them when they are required to speak both in and out of the class.
Furthermore, Arab students have little opportunity to learn English through
natural interaction. This lack of exposure to the target language disables
students to communicate and achieve English fluency and competence
(Alrashidi & Phan , 2015 ; Al-Sobhi & Preece , 2018). Kayaoğlu and Sağlamel
(2013) clarified that learners have lack of grammatical knowledge of the target
language and do not use it regularly make them anxious (p. 150). Ahmed (2019)
added that committing grammar mistakes, lack of vocabulary, mispronunciation
and mechanics related problems such as fluency and accuracy prevent students
from taking part in speaking activities. Liu (2007) and Nur, et al. (2021)
reported that when students lack preparation for speaking activities, they lose
confidence and become more anxious. They clarified that when students do not

4
prepare their spoken activities, they feel depressed and not relaxed in situations
required speaking.
Wilson (2006) stated that “classroom activities and the learning/teaching
environment need to bear directly on students’ anxiety and on their performance
in speaking” (p. 103). Within this notion, Pineda (2020) clarified that when
students have the ability to express themselves without thinking about fears,
they can overcome their speaking anxiety. Additionally, finding different ways
to implement tasks in ways that suit students’ needs can help students to
overcome their anxiety (Rahmi & Murtafi'ah ,2023).In this sense, Saidi (2012)
clarified identifying students’ strengths and weaknesses can be approached in
terms of multiple intelligences theory. It is as clarified by Armstrong (2018) a
cognitive functioning theory than a “type theory” for determining the
intelligence that fits each person. From this perspective, intelligence was
redefined as "the ability to find and solve problems, the ability to respond
successfully to new situations and the capacity to learn from one's past
experience" (Gardner, 1983, 21). Additionally, Degennaro )2010) clarified all
individuals not only have capabilities in all types of intelligences, but also these
intelligences work together within each person in a unique way.
Richards and Rodgers (2001) highlighted that multiple intelligences
theory is a learner- based philosophy that deals with human intelligences as
consisting of different, but related dimensions. Gardner (1983) and (2006) and
Azid and Kiong (2023) presented eight types of intelligences. First, verbal
intelligence is students’ ability to use words and language in more complex
meanings. Second, mathematical intelligence is that intelligence that is related
to scientific and mathematical thinking. Third, visual-spatial intelligence deals
with visuals, image formation, and the ability to represent a world view space
into a mental image. Fourth, bodily-kinesthetic intelligence that highlights the
importance of the physical use of the hands and other parts of the body. Fifth,
musical intelligence deals with using rhythms, tones, and melodies. Sixth,
interpersonal intelligence is the ability to understand and interact with others
effectively. Seventh, intrapersonal intelligence is the intelligence to understand
inner feelings, self-reflection, the supernatural, and self-life in this world.
Finally, naturalist intelligence refers to the ability to recognize and classify
plants, minerals, and animals.
Özgen, et al. (2011) clarified that individuals with the same intelligence
do not process information within the same way. Such differences highlight the
notion of individual differences. In order to meet students’ differences, blended
learning can be used )Oktarina , et al., 2021).Keshta and Harb (2013) clarified
that blended learning is a natural evaluation of e-learning. It is defined by Stein
and Graham (2014) as “a combination of onsite (i.e., face-to-face) with online
experiences to produce effective, efficient, and flexible learning”(p. 12) .
AlMaghreby (2013) and Abdelhaq and Helwa (2016) clarified that blended
5
learning is considered to be the third generation of distance education that
combines face to face instruction with synchronous and/ or asynchronous
technologies to be engaged into a meaningful interaction and useful,
independent and ever growing and self-paced learning to enhance the
efficiency and effectiveness of learning. Almusawi (2011) highlighted that
blended learning takes many forms that goes beyond just blending online and
offline learning. For example, it includes blending self-paced and live,
collaborative learning, blending structured and unstructured learning and
blending learning, practice, and performance support.
Chisholm and Beckett (2003) and Suleiman (2016) highlighted that
integration of technologies with multiple intelligences theory helps students to
learn because it offers different learning environments to students who have
individual differences. Additionally, the learning activities provided by blended
learning meet students’ personal intellectual strengths. Singh and Reed (2001)
defined blended learning as “a learning program where more than one delivery
mode is being used with the objective of optimizing the learning outcome and
cost of program delivery”(p.1). Within this notion, the combination of
technologies with multiple intelligences theory are best highlighted. For
example, blended learning highlights the importance of personal learning styles
and holds the assumption that each individual brings different knowledge into
the learning experience. On the same vein , Sejdiu (2014) and Sheerah(2020)
highlighted that blended learning enhances personalized instruction with its
focus on self-styled learning methods to the teaching and learning processes.
Within this context, the implementation of multiple intelligences theory
in the classroom enables students to not only learn using their strong
intelligences, but also to develop their weak ones. This is because multiple
intelligences theory provides ample opportunities for authentic learning that
meet students' needs, interests and talents (Abdal-Ghanni , 2011 ; Shofiana ,
2019). Hoerr (2000) clarified that this theory provide fair opportunities for
students to learn and succeed as it is based on the assumption that persons are
smart, but they differ only in the way in which they are smart. Consequently,
Abdallah (2010) highlighted that dealing with multiple intelligences enables
students to learn better as they like what they are learning and enjoy it.
Burhan , et al. (2010) unfolded that implementation of multiple
intelligences has some limitations because of crowded classes, pressure of time,
difficulties in evaluation and using incompatible books and teaching materials.
Gangi (2011) clarified that within traditional classroom teachers will exert more
efforts and spend more time to meet students’ intelligences and prepare
appropriate lesson plans. Tithi and Arafat (2013) reflected that teachers’
inability to understand the nature of multiple intelligence lead them to neglect
the nature of individuality of every student in intelligence areas and organize the
activities that effectively serve the dominant intelligence areas of students.
6
Additionally, in traditional settings, verbal linguistic, logical-mathematical and
visual-spatial intelligences are commonly used than kinesthetic, musical,
intrapersonal and naturalistic. Consequently, Sahera ,et al.(2022) highlighted
that using traditional evaluation within traditional classroom tend to neglect the
different skills that students have within test scores that cannot indicate
anything about students’ actual progression.
Within this context, Mankad (2015) clarified that the nature of
personalized education neglected in traditional classroom can be enhanced
through using technology that enables students to achieve their learning
capabilities. More clearly, as emphasized by Prensky (2001) todays’ students
considered to be digital citizens have the ability to receive information more
quickly, do parallel multi-tasks, function best when networked and prefer active
learning activities. These characteristics of those learners necessitate
educational systems to use different ways that go beyond one size fits all. This
can be achieved through the use of technology (Zheng, 2019). El-Sherbiny
(2022) highlighted that by integrating multiple intelligences and technology,
learners can use videos, text, audio, and cooperative activities to enhance the
quality of their learning.
Online learning enhances students’ needs as it bridges the gaps between
the institutional set up and students’ needs. Consequently, tools provided by
online learning can easily explore and address multiple intelligences’ needs
(Perveen , 2018). In this sense, Salam, et al. (2014) added that using online
teaching tools based on multiple intelligence theory enable teachers to create
free games, quizzes, activities and interactive diagrams in a few seconds.
Hazaymeh (2020) added that this integration of technology with multiple
intelligences helps students to discover their preferred learning styles, and
enhance teacher and peer- to- peer discussion outside the class. This can be
clearly reflected in enhancing students’ critical thinking skills, problem-solving
skills and ultimately their English language skills. In a nutshell, as pointed by
Sulaiman , et al. (2011) students will be encouraged to take control of their own
learning.
Within this context, Kafanabo (2006), Jackson , et al. (2009) and Kim
(2009) highlighted how technology can affect multiple intelligences. They
clarified that into a 21th century world, those with verbal intelligence can
benefit from multitude of information through worldwide databases and
computer networks. Students with verbal intelligence can use Word processors,
spelling and grammar checkers, create multimedia reports, write and read
emails, use videoconferencing applications or use the Web for research. While
students with Logical-mathematical intelligence can benefit from mathematical
websites such as Websites with brain teasers, puzzles, games of logic that coach
learners in drill and repetitive auto-evaluating practices, those with musical
intelligence can use music composing software or reading programs that relate
7
each letter or sound with music. Interpersonal intelligence can be fostered by
computer-supported collaborative learning or voice chatting and computer
games that require two or more persons. Applications that can be used to
stimulate intrapersonal intelligence include any program that allows learners to
work independently.
Despite the importance of integrating technology with multiple
intelligences, Borysiuk (2013) clarified that using technology has some
limitations. For example, integration of technology may make teacher to
overuse the visually illustrative methods rather than creating multimodal lesson
plans. Furthermore, direct and effective communication should not be only
confined and delivered by technology. Gaille (2018) added that technology can
distract students, disconnect them from face-to-face relationships, cause
students to use unreliable resources for learning, make curriculum planning
more difficult or expensive and create dependence. Jain (2021) explained that
technology may prohibit students to clearly express their ideas, views, and
opinions. Consequently, to benefit from traditional learning and online learning
to meet students multiple intelligences, blended learning can be used.
The benefits of blended learning for developing EFL speaking skills and
reducing speaking anxiety are numerous. For example, Picciano, et al (2013) as
cited in Diab (2020) added that through blended learning, students can be
engaged into collaborative projects, uphold systematic communication through
email, wikis, and group discussion boards, discuss online course resources, and
at the conclusion of the course, there is group project performance. This is
return enhances students’ initiative and inspiration. McCue (2014) added that
teachers can benefit from class time by developing students’ questioning and
evaluating skills through encouraging learners to discover the basic information
of the lesson before the real presentation. Hashemi and Si Na (2020) highlighted
that blended learning meet students’ various learning styles and skills level with
its focus on using visual, additive, and interactive tools for the enhancement of
offline activities.
More clearly, Alsalhi ,et al. (2019) added that blended learning enables
students to feel confident of being involved in a different task (Alsalhi, et al. ,
2019). To sum up, Diab (2020) clarified that blended learning not only considers
learning models and learning styles, but also it sheds light on using learning
media as a way to meet students' needs. Fannakhosrow and Nourabadi (2019)
and Oktarina, et al. (2020) clarified that despite the impact of blended
educational strategies based on multiple intelligences has not been carried out ,
blended multiple intelligences increases the quality of student learning when
compared to the face-to-face approach. It fosters enthusiasm and train students
to stay focused on learning.

8
 Context of the problem
In spite of the importance of EFL speaking skills, second-year
students enrolled in the English section at Benha Faculty of Education lack
them. They could not express themselves efficiently and have difficulty using
English. Many studies have indicated that there is such deficiency such as
Diyyab , et al., (2013( ; Helwa(2013) ; El-Sakka (2016) ; Ghoneim and
Elghotmy (2016) ; El-Sakka (2017) and El-Sadek(2018). These studies showed
that students cannot express themselves. Additionally, teachers do not provide
students with opportunities to practice EFL speaking skills in the
communicative contexts. Besides, teaching speaking skills within EFL classes
merely focus on repetitive drills, clarifying grammar, memorizing vocabulary.
Though, students cannot use correct grammatical structures, and express their
ideas in incomplete and unclear sentences with ill pronunciation.
Additionally, students refused to speak in front of their peers because
of their fear of committing mistakes. Consequently, they suffer from speaking
anxiety. Several studies have been conducted about the relation between
speaking skills and speaking anxiety such as EL-Bassuony (2010) ; Diyyab
(2013( ; Helwa (2015); El-Sadek(2018); AL-Aamer (2018) ;
Mohamed(2020).They confirmed that students feel anxious when speaking in
front of others especially those who master English language. They clarified
that fear of evaluation provided by the teacher and peers, students inability to
speak without preparation, limited exposure to the target language and the
linguistic difficulties affect mastering speaking skills. Therefore, students
become less interested and unsatisfied to learn and develop their linguistic
performance and competence.
Based on the researcher's experience, second-year students avoid
situations that require them to express their thoughts with confidence. Besides,
although they ask for more time to prepare their speaking , their speaking tends
to be drill based than truly express their thoughts. When they cannot express
their intended meaning, they tend to use more filler words in a way that causes
the listeners to fail to understand what they want to say. They, therefore, try to
use their mother tongue when they fail to express their thoughts. Additionally,
their limited vocabulary, grammar and mispronunciation lead them to be
embarrassed while speaking.
Also, the researcher conducted a pilot study on a group consisting of
20 second-year students enrolled at English section at Faculty of Education,
Benha University during the first term of the academic year 2022-2023. The
researcher used an EFL speaking skills test and rubric to score it adopted from
Hussein (2018) (Appendix A) and Appendix (B). The test consisted of three
sections. The researcher measured accuracy, fluency and pragmatic skills. The
result of the test revealed that second-year students face problems in their

9
speaking as they get scores below 50% (Appendix C). Also, a speaking anxiety
scale adopted from El-Sadek (2018) (Appendix D) was used. The results of the
speaking anxiety scale indicated that the students’ speaking anxiety is high as
60 % of the participants got more than 65 marks (as prescribed by El-Sadek
(2018) (Appendix D).
Statement of the problem
The problem of this study could be stated in the low level of EFL speaking
skills and the higher level of speaking anxiety of second year students
enrolled in the English section at faculty of education. Thus, this study aims at
investigating the effectiveness of a program based on multiple intelligences via
blended learning for developing EFL speaking skills and reducing speaking
anxiety of students at the faculty of Education.
Questions of the study:
To face this problem , the present study tries to answer the following questions:
1- What are the EFL speaking skills required for second year students at
Faculty of Education?
2- What are the aspects of EFL speaking anxiety?
3- What are the features of a program based on multiple intelligences via
blended learning.
4- To what extent using a program based on multiple intelligences via
blended learning is effective for developing EFL speaking skills of
second year students at the faculty of Education?
5- To what extent using a blended Multiple Intelligences based program is
effective for reducing speaking anxiety of second year students at the
faculty of Education?

Delimitations of the study.

The present study will be delimited to the following:
1- Second - year students enrolled in the English section at the Faculty of
Education, Benha University.
2- Some EFL speaking skills required for second - year students.
3- Some Multiple Intelligences ( Verbal intelligence, Interpersonal
intelligence and Intrapersonal intelligence)

10
Participants of the Study:
The participants of the present study will be a group of second year students
enrolled in English Section at Faculty of Education ,Benha University.
Instruments and Materials of the study:
To carry out the study, the researcher will use the following instruments
and materials:
1. An EFL Speaking Checklist to determine the EFL speaking skills
required for second - year students at the Faculty of Education.
2. An EFL speaking skills test ( pre-post equivalent form test) for measuring
students’ EFL speaking skills a rubric to score it.
3. An EFL speaking anxiety Scale (used as a pre –post scale).
4. A program based on multiple intelligences via blended learning.

Significance of the study

The significance of the present study lies in what it offered to the following
groups:
Second- year students
• Developing some EFL speaking skills
• Encouraging and motivating them to express their own ideas in their
speaking
• Maximizing their learning through focusing relating their learning with
their intelligences.
• Overcoming their fear during speaking.

EFL teachers:
• It helps teachers to encourage their students to relate their speaking to
their daily lives.
• It provides them with some strategies for developing their students’
speaking skills and reducing their students’ speaking anxiety.
• It helps them to better meet their students’ intelligences within a blended
learning mode.
Curriculum planners
• Paying the attention to the importance of integrating different multiple
intelligences into blended learning.

11
 Other researchers
• Providing checklist of EFL speaking skills.
• Encouraging them to integrate multiple intelligences in blended learning
for developing EFL speaking skills and reducing speaking anxiety .
• Providing them with guidelines upon which further activities may be used
to activate students to speak in English.

Procedures of the study

To answer the questions of the study , the following procedures will be
followed:
1) Identifying the EFL speaking skills required for second year students at
Faculty of Education :
• Reviewing the literature and related studies related to EFL speaking
skills.
• Preparing a list of EFL speaking skills needed for the second year
students at Faculty of Education
• Submitting the list to a panel of jury members to verify its validity.
• Modifying the list based on the jury’s feedback and setting the list in its
final form.
2) Identifying the Aspects of EFL speaking anxiety:
• Reviewing the literature and related studies related to speaking anxiety.
• Determining the aspects of EFL speaking anxiety.
• Developing an EFL speaking anxiety scale.
• Submitting the scale to a panel of jury members to verify its validity.
• Modifying the scale based on the jury’s feedback and setting the scale in
its final form.
3) Identifying the features of a program based on multiple intelligences via
blended learning for developing EFL speaking skills and reducing speaking
anxiety:
• Reviewing literature and previous studies related to blended learning
and Multiple Intelligences theory.
• Determining the objectives, content, activities and methods of evaluation
of the of blended program based on Multiple Intelligences theory.
• Modifying and setting the program in its final form.

12
4) Identifying To what extent using a program based on multiple intelligences
via blended learning is effective for developing EFL speaking skills of
second year students at the faculty of Education through:
• Preparing EFL speaking skills test used a pre/posttest and a rubric for
scoring it.
• Submitting the test to a panel of jury members for validity purposes.
• Modifying the test according to the jury’s suggestions.
• Verifying the reliability of the test .
• Selecting the participants from the EFL second year students as the
experimental group.
• Pre- administrating the test to evaluate second year students’ levels in
EFL speaking skills .
• Teaching the students using a program based on multiple intelligences
via blended learning.
• Post –administering the test to the group after the intervention to measure
the effectiveness of the program based on multiple intelligences via
blended learning.
5) Identifying To what extent using a program based on multiple intelligences
via blended learning is effective for reducing speaking anxiety of second
year students at the faculty of Education through:
• Preparing and EFL speaking anxiety scale as pre/post scale.
• Submitting the speaking anxiety scale to a panel of jury members for
validity purposes.
• Modifying it according to the jury’s suggestions.
• Verifying the reliability of the scale.
• Selecting the participants from the EFL second year students as the
experimental group.
• Pre- administrating the scale to evaluate second year students’ level EFL
speaking anxiety .
• Teaching the students using a program based on multiple intelligences
via blended learning.
6) Post –administering the scale to the group after the intervention to measure the
effectiveness of the program based on multiple intelligences via blended
learning.
7) Analyzing data statistically
8) Interpreting the results.
9) Presenting recommendations and suggestions.
Definition of Terms
Multiple Intelligences

13
 Intelligence was redefined by Gardner (1983). as "the ability to find and
solve problems, the ability to respond successfully to new situations and the
capacity to learn from one's past experience"(p.21).
Richards and Rodgers (2001) highlighted that multiple intelligence is a
learner- based philosophy that deals with human intelligence as consisting of
different, but related dimensions.
Armstrong (2018) defined this term as a cognitive functioning theory
than a “type theory” for determining the intelligence that fits each person.
Multiple intelligences can be operationally defined by the present study
researcher as a theory that views human intelligence as consisting of different,
but related dimensions that enables students to solve problems and respond
successfully to new situations benefiting from their past experience.
Blended learning
Singh and Reed (2001) defined it as “a learning program where more than one
delivery mode is being used with the objective of optimizing the learning
outcome and cost of program delivery”(p.1).
Stein and Graham (2014) defined it as “a combination of onsite (i.e., face-to-
face) with online experiences to produce effective, efficient, and flexible
learning” (p.12).
The researcher adopted Singh and Reed (2001)’ definition as it is suitable for
the present study.
EFL speaking skills
Harmer (2007) defined EFL speaking as “the ability to speak fluently and
presupposes not only knowledge of language features, but also the ability to
process information and language on the spot”(p.284).
Ashour(2014) defined EFL speaking as “Productive skill in which students
utter words and sentences for specific purposes to convey certain messages
using the appropriate grammatical rules, vocabulary and score of formality with
the atmosphere of confidence and comfort”(p.7).

Elgaboury (2018) defined it as “Oral skills that lead to effective

communication. They include, pronouncing word, body language, facial
expression, grammatical structure, vocabulary growth and aesthetic aspects
of language”(p.8).

14
 Ratnaningsih, et al. (2020) defined EFL speaking as “Oral spoken process
for expressing thoughts and feelings, reflecting on experiences, and sharing
information(p.146).
Speaking skills can be operationally defined by the present study
researcher as “Oral spoken process for expressing thoughts and feelings,
reflecting on experiences, and sharing information where students need to
have the skills of pronunciation, controlling their body language and facial
expressions, grammatical structure, vocabulary growth and aesthetic aspects
of language
Speaking anxiety
Horwitz et al. (1986) defined anxiety as “a subjective feeling of tension,
apprehension, nervousness, and worry associated with arousal of the autonomic
nervous system”(p.125).
Brown (1994) stated that speaking anxiety includes some common
characteristics such as the state of apprehension, fear, tension and feelings of
uneasiness when learners attempt to use language orally.
Mohamad, et al. (2009) defined speaking anxiety as “A distinct complex
of self-perceptions, beliefs, feelings, and behaviors related to using a foreign
language for communication beyond the language classroom”(p.67).
Hutabarat and Simanjuntak (2019) clarified that speaking anxiety is “a
kind of fear that gives negative feelings to the learner who tries to learn
language in the classroom”(p.46).
Ahmed (2019) defined it as “a situation specific anxiety that occurs every
time the learner attempts to speak in English”(p.61).
Speaking anxiety can be operationally defined as by the present study
researcher as " a subjective negative complex of attitudinal, emotional and
behavioral interaction that occurs every time the learner attempts to speak in
English”.

15
 References

Abdallah, M. (2010). Multiple Intelligences, Oral Communication and

Language Learning [ Published Dissertation]. Assiut University Faculty
of Education, Egypt. https://eric.ed.gov/?id=ED616980
Abdal-Ghanni,A.A.(2020). Assessing the Effectiveness of A Multiple
Intelligences-Based Unit In Students’ Achievement and Attitudes towards
Learning EFL[ published Master’s thesis].Faculty of Education, Taibah
University.
Abdel-Hack, E.& Helwa,H.S.(2016). Effective Teaching and Learning. Theory
and practice. Benha , Egypt: Association of Arab Educators(AAE).
Ahmed , S.A.M .(2019). Using drama techniques for developing EFL speaking
skills and reducing speaking anxiety among secondary stage students.
Assiut Journal of faculty of Education, 35(11), 54-89.
Al-Ashri, I. I. E.A(2011). The Effectiveness of A suggested Program Based on
Combining the Direct and the Indirect Strategies on Developing the EFL
Al-Azhr Secondary School Students' Strategic Competence Skills.
Retrieved from https://files.eric.ed.gov/fulltext/ED542279.pdf
Agzamova, D. B. (2016). English teaching methodology. T.: Barkamol fayz media.
Al-Aamer, R. (2018). The Causes and Impact of Language Anxiety on the
Speaking Skill of Saudi Female EFL Learners. Tanta Journal of Faculty
of Education‫ا‬, 80(3), 85-118. Retrieved from
https://search.mandumah.com/
Al Jawad, A. (2017). HOLISM IN THE EFL CLASSROOM: The Impact of
Implementing Suggestopedia Method in Enhancing Students’
Performance in Speaking Skill in Libyan Secondary Schools: A Case
Study of Al Wifak Secondary School-Kufrah. Edusearch , 22,1-18.
Retrieved from https://search.mandumah.com/
Al Musawi, A. S. (2011). Blended learning. Journal of Turkish Science
Education, 8(2), 3-8.
Al Maghreby, F.A(2013). Implementing Blended Learning In The EFL
Classroom to Promote Some Technical Writing Skills Of Engineering
Students. Menoufia Journal of Psychological and Educational
Research,28(3),26-64. Retrieved from https://search.mandumah.com/
Al-Qassas, H. M. M. H. (2019). A Suggested Program for Developing English
Speaking Skills of Preparatory Pupils in the Light of Collaborative

16
 Learning in a Blended Learning Environment. Journal of Scientific
Research in Education, 20(15), 316-346.
Alrashidi, O., & Phan, H. (2015). Education Context and English Teaching and
Learning in the Kingdom of Saudi Arabia: An Overview. English
Language Teaching, 8(5), 33-44.
Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of
blended learning on the achievement of ninth grade students in science
and their attitudes towards its use. Heliyon, 5(9),1-11.
Al-Sobhi, B. M. S., & Preece, A. S. (2018). Teaching English speaking skills to
the Arab students in the Saudi school in Kuala Lumpur: Problems and
solutions. International Journal of Education and Literacy Studies, 6(1),
1-11.
Armstrong, T. (2018). Multiple intelligences in the classroom(4th ed). .
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/M
ultiple-Intelligences-in-the-Classroom-4th-Edition-Sample-Chapters.pdf
Ashour, J,M(2014). The Effect of Using a Videoconferencing-based Strategy on
UNRWA 9th Graders' English Speaking Skills and their Attitudes
towards Speaking Published Master’s Thesis]. Faculty of Education, The
Islamic University of Gaza.
Aydın, B. (1999). A study of sources of foreign language classroom anxiety in
speaking and writing classes [Published Doctoral Dissertation]. Anadolu
University, Turkey.
Azid,N & Kiong,T.T(2023). Cultivating Thinking Skills in Education. In
Rezaei,N[Ed], Integrated Education and Learning(355-3780. Springer.
Balemir, S. H. (2009). The sources of foreign language speaking anxiety and
the relationship between proficiency level and degree of foreign
language speaking anxiety (Published Doctoral dissertation]. Bilkent
Universitesi , Turkey.
Bashir,M. , Azeem,M.,& Dogar,A,H.(2011). Factor Effecting Students’ English
Speaking Skills. British Journal of Arts and Social Sciences , 2 (1) , 34-
50.
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based
language learning and speaking anxiety. Computer Assisted Language
Learning, 35(5-6), 1058-1089.
Benati, A. G. (2020). Key questions in language teaching: An introduction.
Cambridge University Press.

17
Boonkit, K. (2010). Enhancing the development of speaking skills for non-
native speakers of English. Procedia-social and behavioral
sciences, 2(2), 1305-1309.
Borysiuk, A. (2013). Benefits and disadvantages of the use of information
technologies in education. Edukacja-Technika-Informatyka, 4(2), 110-
114.
Brown, H. D. (1994). Teaching by Principles, An Interactive Approach to
Language Pedagogy. Prentice Hall Regents
Burhan, A., Selim, E. F., & Emrullah, Y. (2010). Problems encountered in the
applications of multiple intelligence theory in primary schools in
Turkey. Procedia-Social and Behavioral Sciences, 9, 1873-1877.
Cam, A. (2017). The correlation between motivation in learning English and
anxiety in speaking English [published degree of Education].
Muhammadiyah University of Makassar.
Canceran, D. B., & Temporal, M. (2018). Attitude of grade 12 SHS academic
tracks students towards speaking in English. Journal of English as an
International Language, 13(2.2), 219-23.
Chisholm, I. M., & Beckett, C. E. (2003). Teacher preparation for equitable
access through the integration of TESOL standards, multiple
intelligences and technology. Technology, Pedagogy and
Education, 12(2), 249-275.
Dabiri, D., & Gilakjani, A.P (2019). The impact of pre-speaking activities on
Iranian intermediate EFL learners’ oral performance. International
Journal of Research in English Education, 4(2), 89-104.
DeGennaro, A. J. (2010). Application of multiple intelligence theory to an e-
learning technology acceptance model (Published Doctoral dissertation].
Cleveland State University.
Derwing, T. M., Munro, M. J., & Thomson, R. I. (2008). A longitudinal study
of ESL learners' fluency and comprehensibility development. Applied
linguistics, 29(3), 359-380.
Diab, A. A.M. (2020). A Blended Learning Program Based on Cognitive
Apprenticeship for Developing Critical Reading and Academic Enablers
among EFL Pre-Service Teachers. Journal of Faculty of
Education, 80(80), 44-93.
Diyyab, E. A. E. (2013). The Effectiveness of a Blended Learning-Based
Program in Developing EFL Speaking Skills and Reducing Anxiety

18
 among Faculty-of-Education Students [Unpublished Master thesis].
Faculty of Education, Benha University.
Diyyab, E. A., Abdel-Haq, E. M., & Aly, M. A. S. (2013). Using a multimedia-
based program for developing student teachers' EFL speaking fluency
skills. Retrieved from https://eric.ed.gov/?id=ED539987
Duong, Q. P., & Pham, T. N. (2022). Moving beyond four walls and forming a
learning community for speaking practice under the auspices of
Facebook. E-Learning and Digital Media, 19(1), 1-18.
El-Bassuony, J. M. E. B. (2010). The role of Readers Theatre in Developing
Speaking Skills and Reducing Speaking Anxiety of EFL Secondary
School Students (An experimental study. Journal of Faculty of
Education, 8(8), 57-107.
Elgaboury,A.B.A(2018). The Effect of Using Dramatized Activities on
Developing EFL Students’ Speaking Skills and Motivation[Published
Master’s Thesis]. Faculty of Educational Sciences, Al al-Bayt University,
Jordan. Retrieved from https://search.mandumah.com/
El Mortaji, L. (2018). Effects of sustained impromptu speaking and goal setting
on public speaking competency development: A case study of EFL
college students in morocco. English Language Teaching, 11(2), 82-98.
El Shamy, A. M. (2022). The Effectiveness of Using E. Contextualized
Situations for Developing EFL Speaking Skills among Secondary School
Students. Humanities Science Journal, 1(3), 151-194.
Elkiran, Y. M. (2021). Examining the relationship between prospective Turkish
teachers' public speaking anxiety and digital speech tendencies.
Educational Policy Analysis and Strategic Research, 16(3), 191-208.
Elsadek, G. E. A. (2018). Using Electronic Project Based Learning for
Developing EFL Speaking Skills and Reducing Anxiety among Faculty of
Education Students [Unpublished Master]. Faculty of Education, Benha
University.
El-Sakka, S. M. F. (2016). Self-Regulated Strategy Instruction for Developing
Speaking Proficiency and Reducing Speaking Anxiety of Egyptian
University Students. English Language Teaching, 9(12), 22-33.
El-Sakka, S.M.F (2017). Developing Speaking Skills of EFL Students through
Collaborative Strategic Reading Strategy. Journal of Faculty of
Education, 110(1), 1-26.

19
El-Sherbiny, D. (2022). Adopting the Online Multiple Intelligences Based
Approach for Developing the Academic Achievement of the English
Language Students. Journal of faculty of Education, 120(1), 40-65.
Fannakhosrow, M., & Nourabadi, S. (2019). The Impact of Blended Instruction
based on Multiple Intelligences on Learning. Quarterly of Iranian
Distance Education Journal, 1(4), 39-48.
Gaille, B. (2018). Advantages and Disadvantages of Technology in Education.
Retrieved from https://brandongaille.com/23-advantages-disadvantages-
technology-education
Gangi, S. (2011). Differentiating instruction using multiple intelligences in the
elementary school classroom: A literature review [Published Doctoral
dissertation]. University of Wisconsin, Stout.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences.
London: Fontana Press.
Gardner, H. (2006). Multiple intelligences: New horizons in theory and
practice. New York: Perseus Books.
Ghaemi, F., & Hassannejad, E. (2015). Developing EFL Students' Speaking:
Brainstorming vs. Role-Play. International Journal of Language Learning and
Applied Linguistics World, 8(4), 211-221.
Ghoneim, N. M. M., & Elghotmy, H. E. A. (2016). Using Voice Thread to
Develop EFL Pre-Service Teachers' Speaking Skills. International
Journal of English Language Teaching, 4(6), 13-31.
Gohar, R. H. A. G. (2018). Using Creativity-Supportive Classrooms for
Improving Secondary Stage Students’ EFL Speaking skills and Reducing
their Anxiety. Educational Sciences Journal, 54-98.
Harmer, J. (2007). Practice of English language teaching. London: Longman.
Hazaymeh,W.(2020). The Impact of Integrating Digital Technologies with
Learners’ Multiple Intelligences to Facilitate Learning English as a
Foreign Language. Asian EFL Journal Research Articles. 27 (4.1), 82-
212
Hashemi, A., & Si Na, K. (2020). The Effects of Using Blended Learning in
Teaching and Learning English: A Review of Literature. The Eurasia
Proceedings of Educational & Social Sciences (EPESS), 18, 173-179.
Helwa, H.S.A.A.(2013). The Effectiveness of a Self - Autonomy Based
Program in Developing EFL Student Teachers' Communicative

20
 Competence[Unpublished doctoral dissertation]. Benha University,
Egypt.
Helwa, H. S. (2015). Using Computer mediated Team based Learning for
Developing EFL Prospective Teachers' Presentation Skills and reducing
their Foreign Language Anxiety.Journal of Arab studies in education and
psychology, 58(58), 345-388.
Hoerr, T. R. (2000). Becoming a multiple intelligences school. ASCD.
Hossain ,M .I.( 2015). Teaching Productive Skills to the Students: A Secondary
Level Scenario [Published Doctoral dissertation]. BRAC University .
Hussein, N.M.H.H(2018).Using the Multimodal Approach for Developing EFL
speaking Skills Among Faculty of Education Students[Unpublished
Master ‘s thesis]. Faculty of Education, Benha University, Egypt.
Horwirz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom
anxiety. The Modern Language Journal, 70(2), 125–132.
doi:10.2307/327317
Hutabarat, A., & Simanjuntak, D. C. (2019). A Phenomenological Study:
Speaking Anxiety Overwhelms English Learners. Acuity: Journal of
English Language Pedagogy, Literature and Culture, 4(1), 44-59.
Ismail, R(2016). the effect of educational blogs on developing speaking skills
in English as a foreign language for the second year preparatory school
students. Edusearch, 22(1),59-104. Retrieved from
https://search.mandumah.com/
Jackson, A., Gaudet, L., McDaniel, L., & Brammer, D. (2009). Curriculum
integration: The use of technology to support learning. Journal of
College Teaching & Learning (TLC), 6(7),71-78.
Jain,R.(2021). How is technology affecting creativity? Retrived
https://www.linkedin.com/pulse/how-technology-affecting-creativity-
ritik-jain
Kafanabo, E. J. (2006). An investigation into the interaction between multiple
intelligences and the performance of learners’ in open-ended digital
learning tasks [Doctoral dissertation]. Faculty of Education, University
of Pretoria.
Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language
anxiety in speaking classes. Journal of History Culture and Art
Research, 2(2), 142-160.

21
Keshta, A. S., & Harb, I. I. (2013). The effectiveness of a blended learning
program on developing Palestinian tenth graders' English writing
skills. Education Journal, 2(6), 208-221.
Kim, I. S. (2009). The Relevance of Multiple Intelligences to CALL
Instruction. Reading Matrix: An International Online Journal, 9(1), 1-
21.
Liu,M. (2007). Anxiety In Oral English Classrooms: A Case Study In
China. Indonesian Journal of English Language Teaching, 3(1), 119-121.
Lourdunathan, J., (2017). Developing speaking skills through interaction
strategy training. The English Teacher,5,1- 18.
Malihah, N. (2010). The effectiveness of speaking instruction through task-
based language teaching. Register Journal, 3(1), 85-101.
Mankad, K. B. (2015). The role of multiple intelligence in e-learning. IJSRD-
International Journal for Scientific Research & Development, 3(05),
2321-0613.
McCue, R. (2014). Does a blended learning, flipped classroom pedagogy help
information literacy students in the long term adoption of research skills.
Retrieved from https://www.llrx.com/2014/03/does-a-blended-learning-
flipped-classroom-pedagogy-help-information-literacy-students-in-the-
long-term-adoption-of-research-skills
Megria,N.W.C(2021). Using genre-Based approach to develop EFL speaking
skills and motivation among secondary school students[Unpublished
Doctoral Dissertation]. Faculty of Education, Benha University, Egypt.
Miranda, J.A. & Wahyudin,A.Y.(2023). Journal of English Language Teaching
and Learning (JELTL) , 4( 1), 40-47.
Mohamad, A. R. B., Ab Wahid, N. D. B., & Tambahan, J. T. (2009). Anxiety
and speaking English as a second language among male and female
business students in Universiti Industri Selangor. In AFBE 2008
Conference Papers (296-315).
Mohamed, H.M.A(2020). The Impact of Language Anxiety on the Libyan EFL
University Students’ Speaking Skills. Journal of Islamic Sciences and
Arabic Language,5, 339-358.

Mulyanah, E. Y., Ishak, I., & Dewi, R. K. (2018). The Effect of Communicative
Language Teaching on Students' Speaking Skill. Cyberpreneurship Innovative
and Creative Exact and Social Science, 4(1), 67-75.

22
Ngan, C. T. (2013). The application of communicative activities in English
speaking classes of grade 11th students at Cao Lanh city high school
[published doctoral dissertation].Faculty of Education, Dong Thap
University.
Nur, A., Baa, S., & Abduh, A. (2021). Students’ speaking anxiety during online
learning: Causes and overcoming strategies. Journal of Art, Humanity,
and Social Studies, 4(1),18-26.
Oktarina, K., Suhaimi, S., Santosa, T. A., Razak, A., Irdawati, I., Ahda, Y&
Putri, D. H. (2021). Meta-Analysis: The Effectiveness of Using Blended
Learning on Multiple Intelligences and Student Character Education
during the Covid-19 Period. IJECA (International Journal of Education
and Curriculum Application), 4(3), 184-192.
Özgen, K., Tataroglu, B., & Alkan, H. (2011). An examination of multiple
intelligence domains and learning styles of pre-service mathematics
teachers: Their reflections on mathematics education. Educational
Research and Reviews, 6(2), 168-181.
Perveen, A. (2018). Facilitating Multiple Intelligences through
MultimodalLearning Analytics. Turkish Online Journal of Distance
Education, 19(1), 18-30.
Pineda, C. D. M. (2020). Multiple intelligences: a way to overcome speaking
anxiety and improve speaking skills [published thesis] . Universidad
Pedagógica Nacional, Bogotá, Colombia.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really
think differently?. , 9(6), 1-6.
Purba, R. (2015). An Investigation on Sociocultural Factors that cause
Language Anxiety in Speaking English for the Second Year Students of
English Department of Teachers Training Faculty HKBP Nommensen
University Pematangsiantar. Journal of English Teaching as a Foreign
Language,13-23.
Rahmi, R. S., & Murtafi'ah, B. (2023). Strategies to overcome students’ anxiety
in speaking class: an investigation in online and offline learning system
[Published Sarjana Pendidikan Degree]. Faculty of Islamic University,
Indonesia.
Ratnaningsih, D. Purba, D., Wiratno & Nofandi,F(2020). The influence of
Computer-Assisted Language Learning (CALL) to improve English
speaking skills. In Madya, S., Renandya, W. A., Oda, M., Sukiyadi, D.,
Triastuti, A., Andriyanti, E., & PSP, N. H. (Eds.)., English Linguistics,

23
 Literature, and Language Teaching in a Changing Era , (144-149).
Routledge.
Richards, J. C. (2008). Teaching listening and speaking (1st ed). New York:
Cambridge university press.
Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language
Teaching . New York: Cambridge University Press.
Saidi, M. (2012). EFL learners' multiple intelligences and foreign language
classroom anxiety: The possible interface. In TELLSI 10 Conference
Proceedings ( 359-369).
Saher, A. S., Ali, A. M. J., Amani, D., & Najwan, F. (2022). Traditional versus
Authentic Assessments in Higher Education. Pegem Journal of
Education and Instruction, 12(1), 283-291.
Salah, A,R.M(2021) Employing Story Completion Technique to Develop
Seventh Graders English Speaking Ability and Reducing Speaking
Anxiety[Published Masters’ thesis]. Faculty of Education, Islamic
University, Palestine.
Salam, S., Mohamad, S. N. M., Bakar, N., & Sui, L. K. M. (2014). The
designing of online multiple intelligence tools for lecturers at
polytechnic. https://arxiv.org/ftp/arxiv/papers/1402/1402.0273.pdf
Salam, A., Khalek, A., & El-Koumy, E. (2004). Teaching and learning English
as a foreign language: A comprehensive approach. Suez Canal
University, Egypt.
Sejdiu, S. (2014). English language teaching and assessment in blended
learning. Journal of Teaching and Learning with Technology, 67-82.
Sheerah, H.A.H (2020). Using blended learning to support the teaching of
English as a foreign language. Arab World English Journal (AWEJ)
Special Issue on CALL, (6). 191- 211.
Shofiana, E. R. (2019). Multiple intelligences in EFL learning [Published
Degree of Bachelor].Faculty of State Islamic University, Walisongo
Semarang.
Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended
learning. Centra software, 1, 1-11.
Stakanova,E.,& Tolstikhin,E.(2014). Different Approaches to Teaching English.
Social and Behavioral Sciences, 146 ( 2014 ) 456 – 460.

24
Stein, J., & Graham, C. R. (2014). Essentials for blended learning: A
standards-based guide. Routledge.
Suleiman, T. A. (2016). Effect of blended learning on performance and
retention of senior secondary school students’in English language,
[Published Doctoral dissertation]. Ahmadu bello university, zaria.
Sulaiman, T., Sulaiman, S., & Suan, W. H. (2011). Integrating multiple
intelligences and technology into classroom instruction to transform
instructional practice in Malaysia. Journal of Language Teaching &
Research, 2(5), 1146-1155.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety
for ESL/EFL learners in learning speaking skills and the influence it
casts on communication in the target language [published Master’s
thesis]. University of Glasgow, Scotland.
Tithi, U. M., & Arafat, Y. (2012). Exploring the challenges of application of
multiple intelligences theory in teaching learning process at primary
level in Bangladesh. The International Journal of Social Sciences, 15(1),
31-39.
Tiwery, D. S., & Souisa, T. R. (2019). Inside-Outside Circle as the Way in
Building Students' Motivation and Interaction in Speaking Classroom
Activities. International Journal of Language Education, 3(1), 33-45.
Torky,S.A.E.(2006). The Effectiveness of a Task- Based Instruction program in
Developing the English Language Speaking Skills of Secondary Stage
Students [Published Ph.D.dissertation]. Women’s college , Ain Shams
University.
Wahyuni,A., & Utami,A.R. (2021). THE USE OF YOUTUBE VIDEO IN
ENCOURAGING SPEAKING SKILL. Pustakailmu.id , 7 (3),1-9.
Wilson, J. T. S. (2006). Anxiety in Learning English as a Foreign Language: Its
Associations with Student Variables, with Overall Proficiency, and with
Performance on an Oral Test[ Published Doctoral Dissertation].
University of Granada.
Worde, R.V (2003). Students' Perspectives on Foreign Language
Anxiety. Inquiry, 8(1), 1-15.
Yurt, S., & Aktas, E. (2016). The Effects of Peer Tutoring on University
Students' Success, Speaking Skills and Speech Self-Efficacy in the
Effective and Good Speech Course. Educational research and
Reviews, 11(11), 1035-1042.

25
Zardini, M. C., & Barnabe, F. H. L. (2013). How to improve the speaking skills
through the communicative approach. Journal of Language
Teaching, 9(2), 27-43.
Zhang, R., & Zhong, J. (2012). The hindrance of doubt: Causes of language
anxiety. International journal of English linguistics, 2(3), 27-33.
Zheng, R. Z. (Ed.). (2019). Examining multiple intelligences and digital
technologies for enhanced learning opportunities. IGI Global. Available
online
https://www.google.com.eg/books/edition/Examining_Multiple_Intellige
nces

26
 Appendix (A)
An EFL Speaking Skills Test

Section One: (Accuracy)

1. Part one: (Vocabulary Skills)

Make a different sentence expressing the same idea but including following idioms:
There is no way of (doing). it takes....to (do) to tell...apart

• . It is impossible to mistake one individual for another.

• . When a mother buffalo sees her baby with another young of the same
age,
• can she tell one from the other?
• But it is impossible to please everybody.
• "But, "say the eagles, "how can you tell one of us from the others?"
• Whales make all kinds of noises to communicate with each other; but
only
• another whale can understand what they say.
• Only a mother buffalo finds a baby buffalo pretty.
• ▪ If an eagle was looking at you, the students in this room, perhaps he
could
• not discover the difference between you.
• Only a fish expert could get interested in that dull little fish.
II. Part two: (Grammar Skills): With your partner, describe what you see in the following

27
picture using ask and answer questions

Section two: (Fluency Skills)

Talk about only one topic out of the following:
• Festivals in Egypt.
• The problems which face the youth nowadays.
• Life after graduation.
Three Section: (Pragmatic Skills)

Read the following situations aloud and respond to each of them with your
partner:
1. Preparing for establishing a firm.
2-applying for a job. The interviewer wants to know whether your salary will be
suitable.
3. A teacher asks you about your plans for next mid-year holiday.
4. Your friend wants to know your opinion about his/her plan to buy a plot in
the desert.
5. If you didn't have enough money to pay your bills, what would you do?
6. Practicing imagination challenges with colleges.
7. Extending the event of the story to further one.
8. Showing the consequence of an event.
9. Predicting the ending of an event.
10.Discussing the merits and demerits of life style.

Adopted from Hussein (2018)

28
 Appendix (B)
Rubric to score the test
Main-skills Sub-skills Scores
4 3 2 1

Accuracy 1)Use accurate The student uses a The student The student The student
Skills A)Vocabulary Vocabulary broad range of makes some frequently uses limited
accurate minor errors in uses vague accurate
vocabulary. using and vocabulary
vocabulary inaccurate that hinder
accurately. vocabulary. the meaning

2).Use clear and The student uses The student student was Student has
relevant rich, precise and uses the words able to use very limited
Vocabulary impressive usage learned in broad vocabulary,
of vocabulary class, in an vocabulary which
words learned in accurate words but prevents
and beyond of manner for the was lacking, him/her from
class situation given making responding.
him/her
repetitive
and cannot
expand on
his/her ideas

3) Use The student uses a The student The student The student
expressions and variety of uses a variety uses limited uses only
idioms that are vocabulary, of vocabulary, vocabulary, basic
understandable expression and expressions, expressions vocabulary,
for the audience. idioms that are but makes and idioms expression
understandable some error in and idioms
for the audience word choice
B)Grammar 4)Use grammar The student uses a The student The student The student
correctly to variety of makes some makes makes
convey grammatical minor frequent multiple
meaning. mistakes grammatical grammatical grammatical
errors that do errors that errors that
not interfere make it take away
with meaning somewhat meaning
difficult to
understand

29
 5) Use different The student uses The student The student The students
types of different kind of makes some makes cannot use a
sentences(e.g. sentences to minor errors in frequent suitable kind
statement, convey meaning utilizing an mistakes in of sentences
imperative,quest without any appropriate utilizing a to convey
ions, difficulty. kind of suitable kind meaning
exclamation sentences that of sentences
may affect the that makes
meaning badly confusion

Fluency 6) Use language The student uses The student The student The students
patterns in a various language uses language has limited cannot use
clear cut way. patterns both patterns but use of language
formal and non- makes some language patterns in a
formal in a clear minor errors in patterns clear cut way
cut way. formal
conventions
7) Use the The student The student The student The student
language easily speaks makes a few makes hesitates
and smoothly spontaneously minor errors frequent much so
(e.g., few without hesitation that may affect errors that his/her
hesitations or or interlocutors. his/her hinder speech is
pauses). spontaneous his/her very slow
speech spontaneous and
speech. stumbling
with
response
8)Use logical The student The student The student The student
sequence and successfully talks makes some makes cannot talk in
coherence in in coherent, minor errors frequent coherent and
spoken reasoned and that may affect errors that reasoned
discourse. semantically her/his may affect sentences
dense sentences. coherent talk her/his semantically
coherent talk

Pragmatic 9)Engage in The student The student The student The student
skills communicative engages in makes some makes cannot
situations and communicative minor er frequent communicate
interact with situation and during errors that with others
others. interacts with interacting affect and respond
others. with others in interaction to the
communicativ and communicati
e situation. communicati ve situations
on between

30
 others in
communicati
ve situations

10)Negotiate The student The student The student The student

for an negotiates for an makes some has difficulty has no
interactional interactional minor errors in in knowledge
event event negotiation negotiation of
skills that may skills negotiation
affect an skills
interactional
event.
11)Make a The student The student The student The student
persuasive and makes more makes some makes cannot make
rational excellent persuasive and limited persuasive
argument persuasive and rational persuasive and rational
rational argument. argument and rational argument
argument

12) Give basic The student. The student. The student. The student.
assumptions of gives basic makes some gives limited Cannot give
an event. assumptions of an minor errors assumptions basic
event. while giving of an event assumptions
basics of an event
assumptions of
an event that
may effect on
the event
13)Manipulate The student The student The student
structures that effectively makes some effectively
can gradually manipulates minor errors in manipulates
build up a structures that can manipulating structures
repertoire of gradually build up structures that that can
structure and repertoire of can gradually gradually
discourse. structure and build up build up
discourse repertoire of repertoire of
structure and structure and
discourse discourse
14)Reverse what The student The student The student The student
happened. reverses what reverses what makes errors cannot
happened happened but in reversing reverse what
effectively makes some what happened
minor errors happened
that may and these
meaning badly errors make
the event
somewhat
difficult to
understand

31
 The student The student The student The student
15)Extend the successfully makes some makes has a limited
message extends the minor errors in frequent language that
vertically rather message extending the errors in cannot help
than vertically rather message extending him/her to
horizontally than horizontally vertically but the message extend the
do not affect vertically message
the meaning of that make the vertically
the message message rather than
somewhat horizontally
difficult to
understand

16) Use the The student uses The student The student The students
sequence of the sequence of uses the uses the is unable to
events events in a great sequence of sequence of put the
details events but events but events in a
makes some makes logical
minor errors in frequent sequence
showing some errors in
details that do showing
not affect some details
understanding that make the
the story story
somewhat
difficult to
understand
17)Predict the The student The student The student
core of Predicts the core makes some The student is unable to
conversation in of conversation in minor errors has limited Predicts the
terms of the terms of the while ability to core of
discourse the discourse the predicting the Predicts the conversation
learners are learners are core of core of in terms of
engaged in engaged in conversation conversation the discourse
that may affect in terms of the learners
the discourse the discourse are engaged
the learners the learners in
are engaged in are engaged
in
18)Distinguish The student The student The student
between successfully makes some The student cannot
transaction and distinguishes errors while makes distinguish
interaction between distinguishing frequent between
purposes transaction and between errors while transaction
discussed interaction transaction and distinguishin and
purposes interaction g between interaction
discussed purposes transaction purposes
discussed and discussed
interaction
purposes
discussed

Adopted from Hussein (2018)

32
 An EFL Speaking Test

(Appendix B).

Students’ number total

1 25
2 20
3 19
4 23
5 24
6 22
7 20
8 18
9 20
10 24
11 25
12 19
13 20
14 21
15 28
16 30
17 36
18 20
19 24
20 45

Mean score= 24.15 percentage= 33.5%

33
 (Appendix C)

Benha University
Faculty of
Education
Department of Curriculum, Instruction and Educational Technology

Name: ………………………………………

Department: ………………………………

Date:………………………………………

The EFL Speaking anxiety scale

Instructions:
1- Read the following statement and express your degree of agreement/
disagreement by ticking (√) the appropriate column.
2- Please give your reaction to EVERY statement.
3- Note that: strongly agree: means you agree on the item and strongly
disagree: means you refuse it.
Strongly Agree Neither Strongly
N Statement agree agree nor Disagree disagree
disagree
1. I never feel quite sure of myself when I
1am speaking in front of others.
2. I worry about grammatical mistakes in
2English language class.
3. I never feel quite sure of myself when I
3am speaking in my English language
class.
4. I cannot respond quickly or
4smoothly to my teacher and colleagues in
my English language class.
5. I worry about my pronunciation my
English language class.
6. I find it is better to use simple English in
my English language class.

34
7. I find it is better to use broken English in
my English language class.
8. I worry if others do not understand my
English in my English language class.
9. I worry to be compared with my
colleagues in my English language class.
10. I worry if I talk with unfamiliar colleagues
in my English language class.
11. I tremble if I know that the teacher will ask
me a question in my English language class.
12. I panic when I am asked to speak without
preparation in my English language class.
13. I remain silent with a blank mind in my English
language class.
14. I misunderstand my teacher’s questions in my
English language class.
15. I can get so nervous if I forget
things I know in my English language class.
16. I fear to be called to answer a question in my
English language class.
17. I feel more tense and nervous in English class
than in other classes.
18. I feel disappointed when I try to speak English
fluently in my English language class.
19. It bothers me when I cannot speak English
with a good accent in my English language
class.
20. I feel pressured when I use English sentence
not heard before in my English language
class.
21. I fear to be evaluated negatively by the teacher
in my English
language class.
22. I prefer to listen to others in my
English language class.

Adopted from El-Sadek (2018)

35
 (Appendix D).

The possible scores of the speaking anxiety scale range from (22) mark to
(110).The level of EFL speaking anxiety of each student is indicated by his
score on the speaking anxiety scale. A total score above (65) points indicates a
high level of speaking anxiety, a total score below (50) points indicates a low
level of speaking anxiety, and a total score in-between indicates a moderate
level of speaking anxiety.

Students’ number total

1 70
2 58
3 42
4 49
5 75
6 77
7 65
8 77
9 65
10 91
11 58
12 72
13 89
14 69
15 72
16 43
17 61
18 81
19 68
20 74

36