الفهرس 
Chapter 1: The Problem and its SignificanceOnly 14 pages are availabe for public view
 |  | from | 325 |  |  |
| | | from | 325 | | |
Abstract
After conducting the treatment of the present study, the t-test is used to analyze the data obtained. Scores of the pupils in the two groups of the pre and post test analyzed and compared. Results show the following:
• There is a statistically significant difference at 0.01 level between the mean score of the treatment group and the non-treatment group in the post test of listening skills favoring the treatment group.
• There is a statistically significant difference at 0.01 level between the mean score of the treatment group and the non-treatment group in the post test of speaking skills favoring the treatment group.
Implications
The significant gains obtained by the participants of the treatment group on post-tests could be attributed to the use of learning circles of strategy which was mainly based on the idea of enhancing some listening and speaking sub skills. The researcher observed that one of the most notable benefits of learning circles of strategy was the ability of the learners to continue acquiring the skill of speaking and listening was there. The pupils could benefit a great deal from the learning circles activities. They used to ask questions and other answers. They used to be quiet when other were speaking. They used to respect their classmates and listen to them carefully. Using the learning circles is vital for the improvement of language skills.
The results of the study can inspire the syllabus and material designers to include learning circles both in pupils’ text books and in teacher training courses. Six year primary stage pupils are in need of text books that invoke their in learning and six year primary stage teachers need to be trained to use learning circles in the classroom.
Irrespective of the differences in their language level, pupils could indulge in the activities of the program effectively and enthusiastically and they could learn at their own pace. The pupils liked the learning circles activities and very much as they found those activities anon conventional. The pupils could share and exchange ideas with each others and with the instructor. The pupils could, to a great extent, achieve the expected objectives of the program embodied in the development of listening and speaking.
Limitation
• Time: the instructor was afraid of time that it might not be enough for completing the activities as noise and preparing activities might take much time. But she set rules for the class, assigned the time and explained the rules of each activity. This controlled the class and saved time.
• Fear of considering the study as just a game: the instructor was afraid of considering the program as only a game, and did not concentrate on using language. But scoring procedures and the program itself motivated them to play with the language and practice it.
• Expectation of failure: the researcher was afraid of trying such ideas because chances of fail exceeded her desire to take risks.
Reflections on Pupils’ Reactions
• After the implementation of the study, the students assured the effectiveness of learning circles study in developing their listening and speaking sub skills. They felt secured and comfortable to respond and give their comments on discussion issues. They demonstrated that learning circles of strategy could bring positive effects on pupils’ learning performances. The pupils enjoyed being actively involved in the interactive learning process. So, the researcher reached the following conclusions to:
• Using learning circles as for developing had a significant impact to maximize pupils’, listening and speaking skills. Pupils reflected on the process, outcomes and observations made during the learning circle.
• Six years primary stage pupils in the learning circle were given a free space in which they feel passionate and comfortable to learn. The instructor did not serve as a professional authority but a facilitator who maintained the secured and comfortable space for pupils. By stimulating pupils’ interest and curiosity, the instructor helped her pupils free up their listening, speaking and their diverse experiences.
• Six year primary stage pupils who were taught using the learning circles of strategy asserted that the program gives them the opportunity to have their voices heard in a safer classroom, compared to traditional classroom where pupils are silent. The study promoted dialogue interaction and reflective communication through discussion. So the knowledge will be expanded and renews itself.
• Six year primary stage pupils were interested in the flexible nature of the learning circles as they may go to participant in another discussion if they feel bored by a situation in which they cannot learn or contribute. If pupils have no passion or responsibility to commit in discussion, there would be no learning outcomes.
• The usefulness of the application of the study lies in its democracy, and empowerment to pupils. In the learning circles, both the instructor and pupils were in equal participation in class discussion. Through face-to-face and interact with each other in a respectful way.
Recommendations
In light of the results reached in the present study, a number of recommendations can be taken into consideration to help develop communicative listening and speaking skills of sixth graders:
• Developing pupils’ awareness of the importance of using English as a means of communication inside the classroom.
• Encouraging the pupils’ of drawing dialogues.
• Encouraging the pupils’ use of negotiation strategies inside the classroom.
• Holding workshops for teachers to highlight the benefits of using learning circles in the classroom at the primary stage.
• Developing awareness of teachers and supervisors of the benefits of using learning circles in TEFL and how it is used at the primary stage.
• Holding workshops for teachers to highlight the benefits of using listening and speaking inside the classroom at primary stage.
• Holding workshops for teachers to train them in how to teach speaking and listening depending on modern strategies of teaching.
• Encouraging teachers to avoid using traditional teaching methods inside the classroom.
• Adapting “Time for English” course to be flexible and funny content including learning circles.