The Effect of Pre-speaking Strategies Instruction in Strategic Planning on Iranian EFL Students’ Awareness as well as Students’ Fluency and Lexical Resources in Speaking

Abstract

This study attempts to find out if pre-speaking strategies instruction in strategic planning has any effects on Iranian EFL students’ use of pre-speaking strategies as well as their fluency and lexical resources. Two groups of control and experimental were given a picture-cued narrative task to think and speak about it, and then a pre-speaking strategies questionnaire as pre- and post-tests. The experimental group received pre-speaking strategies instruction in strategic planning with ten minutes of planning time. Data analysis showed the experimental group outperformed the control group. Therefore, for effective speaking, strategic planning should be coupled with pre-speaking strategies.