Department of Foreign Languages and Literature

Permanent URI for this collectionhttps://repository.mu.edu.et/handle/123456789/135

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    THE EFFECTS OF EXTRACURRICULAR ACTIVITIES ON EFL STUDENTS’ SPEAKING SKILLS PERFORMANCE AND THEIR PERCEPTIONS: THE CASE OF GRADE 11 STUDENTS OF SIMRET MERHA TIBEB ACADEMY
    (Mekelle University, 2025-08-25) DAWIT NIGUSS ABAY
    This study was principally aimed at examining the effects of participating in the extracurricular activities on EFL students speaking skills performance and their perceptions the case of Simret Merha Tibeb Academy grade 11 students. In order to realize effects of extracurricular activities on EFL students speaking skills performance and perceptions towards it, quasi-experimental research design with none equivalent groups was carried out. Two sections of grade 11 students were selected through availability sampling technique and they were assigned as experimental and control groups using lottery method. The control group students were taught by the conventional way of teaching while the experimental group students were actively engaged in the ECAs scheduled outside the regular class. The intervention for the experimental group students was carried out in the second semester 2024 academic year over a duration of 12 weeks, with a clear focus on extracurricular activities (ECAs) intended to enhance their English speaking skills. Speaking skills test were designed and administered to both experimental and control group. Questionnaire was also developed and administered as tools among the experimental group students of Simret Merha Tibeb Academy to investigate their perceptions towards extracurricular activities. In addition, open-ended interview was also employed to the EG students as a supplementary data gathering instrument. The result from the post test showed that the performance of the students in the experimental group was found to be statistically significant. The result from the questionnaire and interview indicated that the students have favorable perceptions towards ECAs. In light of the findings of the study, recommendations were forwarded to several stakeholders. Amongst these, teachers should put special emphasis on the importance of ECAs to the students’ academic performance, particularly, speaking skills; the students were recommended to accommodate their time and equip themselves with ECAs so that they can foster their English language skills; and finally, it was recommended that other interested researchers should conduct further investigations depending on the scopes and limitations of this study