Abstract:
The purpose of this study was to investigate the effect of interactive activities on EFL
learners’ speaking performance in Durame secondary school. The subjects of the study were
58 EFL students of grade 10 in Durame secondary school. Out of this, 30 were in
experimental and 28 were in controlled groups. Quasi experimental pre and posttest research
design was employed. The data were collected through teaching interactive activities for
experimental group while teaching controlled group by traditional teaching method. Pretest
and posttest comparison of each group was done by using paired sample T-test, and
independent T-test which were used to compare experimental and controlled group. The
findings of the study before intervention by using interactive activities, there was no
significant difference between experimental and controlled group. Moreover, pre-tests and
post-tests results of individual group did not indicate difference in students speaking
performance. Finally, the EFL students in experimental group showed significantly different
in speaking performance when they were compared to controlled group. Therefore, it is
concluded that students’ speaking performance was improved due to the intervention made
through interactive activities. The recommendations forwarded were: sampled secondary
school, other English teachers in sampled school should disseminate the practice of teaching
through interactive activities to improve students’ speaking performance; teachers should
facilitate to bring radical change to students’ speaking performance and the curriculum
designers should take consideration on the area. The finding pinpointed that there was
significant difference between experimental and controlled groups of grade 10 EFL students
in the secondary school speaking performance.
