جۆری توێژینه‌وه‌: Original Article

نوسه‌ران

1 Ministry of Education

2 Department of English, College of Education ,University of Garmian

پوخته‌

Development of English language speaking performance in the EFL classrooms can be shaped by various factors. To explore this, the present study enquired 70 university level Kurdish EFL summer course learners (70 college learners who participated in English language development summer courses). The findings revealed that the learners‟ perspectives vary. The respondents consider speaking as an important skill and although it is difficult and they don‟t have enough mastery over. And they are also eager to speak fluently and are willing to participate in various speaking activities. Regardless of having opportunities for improving their speaking, they believe that the time for speaking in conversation classes need to be extended and the use of English language should be more intensive in speaking and non-speaking lectures. Additionally, more than half of the study participants feel satisfied with speaking materials, activities,and facilities. Further, from their point of view, participants are not afraid of teachers‟ corrections and they are comfortable with talking toteachers. However, their main obstacle is being unable to use English with classmates and teachers in all English sessions. Besides, they feel shy to speak in front of the friends. Therefore, the study suggests that the participants‟ perspectives to be taken into account to know how to apply all factors to create an atmosphere that aid EFL students in Kurdistan to develop their English speaking performance.

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