الفهرس 
the Problem and its ContextOnly 14 pages are availabe for public view
 |  | from | 197 |  |  |
| | | from | 197 | | |
Abstract
Despite the fact that speaking is a crucial component of EFL teaching and learning, the majority of students struggle with it. They view speaking as a difficult chore that demands a lot of work, and some English teachers only give it a minimal amount of attention during class. The researcher conducted a pilot study, some interviews with EFL teachers and students, as well as a review of the study literature, to validate the existence of these challenges. Consequently, the researcher attempted to investigate the effectiveness of Speaking Games through blended learning to enhance students ’ speaking skill. The current study investigated the effectiveness of speaking games on enhancing the speaking performance of first secondary school students. The participants of this study were 25 female students. The study included one treatment group. The study lasted for 17 sessions (online and in classroom), 45 minutes each in the 2022/2023 school year. This study helped in developing the speaking skill and three of its components; accuracy, fluency and motivation to speak through the games. To examine pupils ’ performance before conducting the experiment, a pretest was performed; after the treatment, the researcher administered posttest to evaluate students’ improvement in their speaking performance. Each test included questions that evaluate the target sub speaking skills. Each test contained some ice-breaking questions, other questions that can measure their accuracy, fluency and also a motivation scale to know to which extent they are motivated to speak English. A rating rubric was developed by the researcher to evaluate the students’ performance before and after the treatment. Data of the study findings were analyzed using the statistical package for the social sciences (SPSS). The t-test was used to compare the students ’ scores on the pre and posttest checking the effect of Speaking Games through blended learning on the development of their speaking skill and its components. Results of the study showed that: a. There is a statistically significant difference in the mean scores of the participants in the overall speaking skills between the pre and post speaking test in favor of the post test. b. There is a statistically significant difference in the mean scores of the participants in the overall speaking accuracy between the pre and post speaking test in favor of the post test. c. There is a statistically significant difference in the mean scores of the participants in pronunciation of English sounds between the pre and post speaking test in favor of the post test. d. There is a statistically significant difference in the mean scores of the participants in producing word stress between the pre and post speaking test in favor of the post test. e. There is a statistically significant difference in the mean scores of the participants in use of appropriate words for the context between the pre and post speaking test in favor of the post test. f. There is a statistically significant difference in the mean scores of the participants in production of correct grammatical structures between the pre and post speaking test in favor of the post test. g. There is a statistically significant difference in the mean scores of the participants in use of appropriate expressions for the context between the pre and post speaking test in favor of the post test. h. There is a statistically significant difference in the mean scores of the participants in fluency in speaking between the pre and post speaking test in favor of the post test. i. There is a statistically significant difference in the mean scores of the participants in motivation of speaking between the pre and post speaking test in favor of the post test.