REVISITING THE EFFICIENCY of LESSON PLANING METHODS: Designing More Accessible Model for Facilitating the Teaching of English Speaking Case of 1st year English Licence Students of HammaLakhder University

Abstract

This study aims at designing more accessible models to facilitate teaching English speaking for EFL teachers. It seeks to determine whether replicating the mechanism of speech production in conjunction with the underlying properties of English speaking skills into an equivalent lesson plan rectifiestheir teaching practices in oral expression classes. On this premise, a 1st year English license (G 05) teacher agrees to participate in equivalent TES field experiment together with her students in the University of El-Oued. Whereby, the efficiency of the recommendedlesson planning methodsis assessed drawing on mixed-methods approaches in quasi-experiment inquiry. Respectively, the primary teaching-based assessment’sdata are qualitatively analyzed through coding techniques those results yield to the feasibility of teaching English speaking with these plans. Subsequently, these results are further supported with quantitative assessment to the lesson’s outcomes through sampling techniques’ analysisto treatment and controlled groups’ speech production. This relatively yields on a 50% progress in English oral proficiencyof the treatment group with total score between 12 and 13pts per each group in exchange for solely06pts to the controlled group thatdoes not only approximate the recoded results among its respondents before the treatment. But it also draws clear-cut distinction between theirpre-recorded poor English speaking skills. As well as their classmates who speak from a solid oral background. Altogether, these results confirm the claims of this study about the importance of providing an EL spoken language through a lesson plan which reflects the mechanism of speech production contributes to facilitating the process of teaching English speaking skills in EFL classes.