الفهرس 
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Abstract
The Effectiveness of an Emotional Learning Based
Program in Developing EFL Speaking Skills
among Preparatory Stage Pupils
Statement of the problem
The problem of the research represented in the weakness of EFL
preparatory stage pupils’ speaking skills .This research attempted to answer
the following main question:
• What is the effectiveness of using an emotional learning -based
program in developing speaking skills among EFL third year prep
school pupils?
from this main question, the following sub- questions are stated:
1.What are the speaking skills which third-year prep school pupils
should possess?
2.To what extent do third-year prep school pupils master such skills?
3.How far is an emotional learning-based program effective in
developing third-year prep school pupils ’ overall speaking skills?
4.How far is an emotional learning-based program effective in
developing third-year prep school pupils ’ speaking sub-skills:
(a) Communication skill.
(b) Fluency skill.
( c) Accuracy skill.2
Aim
The present research aimed to investigate the effectiveness of using
an emotional learning-based program in developing EFL speaking skills
among third year prep. school pupils.
Significance
The present research could be significant to the following groups:
• Preparatory stage pupils as it aims to develop their speaking skills,
motivate them to learn and study English as a second language and
promote their social skills.
• Teachers of English as it provides them with the essential speaking
skills and provides them with a program to use in the classroom to
enhance the pupils’ English-speaking skills.
• Curriculum planners and designers as they can provide the pupils’
books with some topics, models and activities based on using
emotional learning approach.
Hypotheses
The researchers reached the following research hypotheses:
1-There is a statistically significant difference at (0.05) level between
the mean scores of the experimental and control groups in the post test
of overall speaking skills in favor of the experimental group.
2-There is a statistically significant difference at (0.05) level between
the mean scores of the experimental and control groups in the posttest
of communication skill in favor of the experimental group.
3-There is a statistically significant difference at (0.05) level between
the mean scores of the experimental and control groups in the post test
of fluency skill in favor of experimental group.3
4-There is a statistically significant difference at (0.05) level between
the mean scores of the experimental and control groups in the post test
of accuracy skill in favor of the experimental group.
Design
The researcher used the quasi- experimental design that depends on
a pre- posttest. Two groups were used, experimental group and control
group . The experimental group was taught through an emotional learning
-based program. The control group received regular instruction.
Variables
The independent variable of the present research represented in an
emotional learning -based program whereas the dependent variable
included pupils’ speaking skills.
Participants
The sample of this research consisted of 60 pupils at Sadat City
preparatory school in Sadat City , Menoufia Governorate.
Delimitations
The present research was delimited to the following:
• Some English-speaking skills (communication, fluency and
accuracy).
• A sample of the third-year prep. school pupils (n=60).
• The second semester of the scholastic year (2022).
Instruments and instructional materials
The researcher prepared the following:
- A checklist of EFL speaking skills which is suitable for the thirdyear prep school pupils.
- EFL Speaking skills test.4
- Rubric.
- Teachers guide based on an emotional learning-based program.
Procedures
To answer the questions of the research, the researcher followed the
following procedures:
• Reviewing the previous literature and studies related to EFL
speaking skills.
• Reviewing previous literature and studies related to using
emotional learning.
• Preparing the tools and materials of the study which include :
• A list of speaking skills which is suitable for the third-year prep
school pupils.
• Speaking test with a Rubric.
• Designing a program based on emotional learning .
• Choosing a sample of the study which is two classes of a
preparatory school in Sadat City , Menoufia Governorate and
identifying one as experimental group and one as control group.
• Applying the speaking test to both groups.
• Teaching the emotional learning program to the experimental
group.
• Applying a post- test to both groups.
• Comparing the results statistically.
• Analyzing, interpreting and discussing the results.
• Presenting conclusion, recommendations and suggestions for
further studies.5
Results
1-There is a statistically significant difference at (0.05) level
between the mean scores of the experimental and control groups
in the post test of overall speaking skills in favor of the
experimental group.
2-There is a statistically significant difference at (0.05) level
between the mean scores of the experimental and control groups
in the posttest of communication skill in favor of the
experimental group.
3-There is a statistically significant difference at (0.05) level
between the mean scores of the experimental and control groups
in the post test of fluency skill in favor of experimental group.
4-There is a statistically significant difference at (0.05) level
between the mean scores of the experimental and control groups
in the post test of accuracy skill in favor of the experimental
group.