الفهرس 
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Abstract
The study aimed to investigate the effectiveness of using pragmatic-based activities to develop preparatory stage students’ EFL speaking skills. The instruments of the study were a speaking checklist, speaking test and scoring rubric. The study adopted the quasi-experimental design using two groups; the first was experimental and the second was the control group comprising the sample of the study (n=30). The results showed that the experimental group students exceeded their counterparts of the control group students on the post test. In addition, the experimental group showed a significant improvement in the posttest when comparing students’ pre-scores to their post-scores. Also, using pragmatic activities in EFL classrooms developed students’ speaking skills. Results of the research: Results : Through the statistical analysis, the results of the present research revealed that : 1- The experimental group students outperformed the control group students in their speaking performance, both on individual sub-skills and in speaking skills as a whole. 2- The experimental group students’ development is due to using the pragmatic-based activities instruction. 3- The effect size of the pragmatic-based activities instruction on enhancing the experimental group students’ speaking skills was large. 4- The highest mean scores were obtained for the grammatical skills. 5- The lowest mean scores were obtained for the fluency skills. Conclusions : The research led to the following conclusions : 1- The present study provided evidence of the effectiveness of using pragmatic-based activities in developing EFL students’ Speaking Skills. The research results came in accordance with some previous related studies. 2- The experimental group performance developed at 3- The mean score of the experimental group was higher than that of the control group on each sub-skill of the post Speaking Skills test. 4- The proposed instruction is effective in developing preparatory stage students’ EFL speaking skills.