نوع المستند : Original Article
المؤلفون
1 Department of Arabic language and Literature, Kharazmi University, Teheran, Iran
2 kharazmi university
المستخلص
The present study was conducted to investigate the impact of the Communicative Approach on enhancing the speaking skills of tenth-grade Arabic learners, grounded in Vygotsky’s Social Interaction Theory. The research employed a quantitative method with a quasi-experimental design, utilizing a pre-test, post-test, and a control group. The statistical population comprised all tenth-grade Arabic students in Tehran and Karaj during the 2024–2025 academic year. Through multi-stage cluster sampling, 150 students were selected and randomly assigned to an experimental group (n=75) and a control group (n=75). Data collection instruments included Jerabek’s (2004) Communication Skills Questionnaire, consisting of 34 items on a 5-point Likert scale to assess general communication skills, and a researcher-made oral performance test to measure Arabic speaking proficiency. The reliability of the questionnaire was confirmed in prior studies, yielding a Cronbach’s alpha of 0.71 (Hosseinchari & Fadakar, 2005). Following the pre-test, the experimental group received instruction based on the Communicative Approach and Vygotskian interactive principles for 10 weeks (20 sessions), whereas the control group received traditional instruction. The collected data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The findings indicated that the Communicative Approach had a significant and positive impact on improving the speaking skills of tenth-grade Arabic learners. These results align with Vygotsky’s theory, confirming the vital role of social interaction, as well as dialogue-based and collaborative activities, in the language acquisition process and the enhancement of verbal skills.
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