الفهرس 
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Abstract
This chapter prersents the finindings and conclusion derived from the present study. It also provides a summary of the problem of the study, and a number of recommendations and suggestions for further research.
Summary
This study was an attempt to evaluate the current situation of the Egyptian secondary one students speaking skills through CEFR speaking illustarative descriptors international standards. Moreover, the previous studies, analysis of National Curriculum framework for English speaking skills as a foreign language,Student Book and Workbook, opinions of English Language Counselor and general inspector of English language and results of the pilot study, addressed secondary one stage students’poor performance as a result of negligence in teachingspeaking skills which led to the lack of assessing and evaluating it.The present study aimed to answer the following question:
”What is the effectiveness of a diagnostic and remedial study in evaluating secondary school students speaking skills in the light of Common European Framework of Reference for Languages?”
Fiv sub-questions were derived from the above main question:
- What is the excisting Common European Framework of Reference for Languages level in which 1st secondary students are?
- What is the level that 1st secondary students are required to be in the light of Common European Framework of Reference for Languages? (A1, A2, B1, B2, C1, C2)
- What are the appropriate speaking skills for 1st secondary students?
- What are the basics of a diagnostic study for evaluating 1st secondary students speaking skills in the light of Common European Framework of Reference for Languages?
- What are the basics of a remedial study based on the results of evaluating 1st secondary students speaking skills in the light of Common European Framework of Reference for Languages?
The participants of the study were sixty 1st secondary students (30 students in the experimental group and 30 students in the control group) enrolled in El Shahed Mohamed Imtiaz Kamel School in Abbassia, Cairo in the second term of the academic year 2019/2020.
The results showed that B.2 level is the standarized level for 1st secondary students. As a result, the suggested framework was designed in the light of this approved level and administrated on the experimental group students. Furthermore, the action-oriented approach was adopted as a way of teaching speaking skills. The results of the pre-post SP and SI tests revealed statistically significant differences for the administration of post-tests in favor of the experimental group. Moreover the results indicated a degree of satisfaction among students after implementing the sugggested framework
Limitations of the study
This study has its own limitations such as:
- Time constrains: since there is no limited time for teaching speaking skills separately from the session that is determined for teaching the other skills. This is as a result of students’ belief that their EFL speaking skills would be better with specific time to practice this skill accurately.
- The examination system: what matters more for many students is how to answer the exam questions that are represented in testing three domains; vocabulary and structure, reading and writing.
- Student’s low English level: Students’ accumulated Englishlearning experiences and the non-communicative textbooks they had previously studied may have contributed to their low levels.
Findings
The findings of this study can be summed up in the following points:
• B.2 level in CEFR framework is the standarized level for 1st secondary students.
• adopting action-oriented approach changed the way of teaching to be learner centered approach, motivated students to practice speaking as well as increased their positive attitudes towards learning
• helping students to plan before performing the tasks revealed large effect in enhancing students’ speaking skills in terms of all spoken production and intraction.
• speaking skills can be assessed formatively in the light of teacher’s observation sheet.
• speaking skills can be assessed as a separate test like the performance test of the scientific subjects. This can facilitate assessing them summatively.
• self, peer-assessment and T.chart, enabled students to manage their own learning as they pay more attention to their points of strength and weakness and hence motivate them to become more involved in planning and organizing their future learning.
• the administrated rubric of SP and SI helped the teacher to determine each student’s strengths and weaknesses to monitor her progress.
• using technology motivated students and encouraged them to have the role of leader of her learning process.
Conclusions
According to, the importance of CEFR framework as the basis in language education reform in many countries around the world, the EFL National speaking standards was modified to match these international standards. As a result, B.2 level was adopted and adapted in redesigning the national learning outcomes.This was reflected in the results of the eight hypotheses, since they included statistically significant differences between the experimental and control groups on the pre / post SP and SI tests, as well as, between the pre / post SP and SI performance of the experimental group students at the level (0.00).This was in the light of the rating scale of SP and SI to determine the students’ progress. Furthermore, the self and peers assessment forms proved their effectiveness for students to enhance their speaking skills. In addition, students showed a positive attitude towards the suggested framework. This was in support gained through their responses in the Post-SSQ revealed their desire to increase the duration of the program.
Recommendations
In the light of the present study results, the following recommendations are made:
• In the light of, the importance of CEFR as an international standards, the present study could be used as a model for guiding decision makers and researchers in modifying the EFL National Curriculum Standards according to the standariezed B.2 level for secondary one stage.
• Speaking instruction and assessment should be given more time and efforts in the Egyptian EFL classes.
• Action-oriented approach should be adopted in speaking instruction activities that should be related to students’ real life to motivate them.
• Students should be encouraged to assess their spoken performancen to identify their strengths and weaknesses.
• Teachers are recommended to use rubrics during their teaching and assessment students’ speaking skills to give students supportive feedback to involve them in the speaking tasks, as well as encourage their strengths and weaknesses points.
• Using technology in this stage became a must.
Suggestions for further research
In the light of results of the present study, the following suggestions for further research and study may motivate other researchers to devote more time and resources for the following further suggested studies such as:
- The effectiveness of applying a similar suggested framework over a longer period of time.
- The effectiveness of applying a similar suggested framework on: listening, reading, and writing skills.
- The effectiveness of conducting the same research with other stages in the light of CEFR.
- The effectiveness of replicating this study on comunicative competences of speaking skills in the light of CEFR.