الفهرس 
Background and ProblemOnly 14 pages are availabe for public view
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Abstract
This study revealed a number of profitable implications. This chapter provides a summary
of the current study including a summarized description of the study’s problem, aim, study
questions, instruments, participants, main procedures, in addition to results. The chapter then
illustrates general conclusion, recommendations, and suggestions for further study.
Summary
Due to the rapid progress happens in all knowledge fields, we, as researchers should be
equipped with it. For this reason, we had to find alternative strategies to upgrade and modernize
the old fashioned strategies. The problem of this study is that some adult English learners lack
the efficiency to speak fluently, expand their ideas accurately, pronounce correctly, or support
their ideas with lexical diversity; use extensive, complex and advanced expressions in forming
sentences. That deficiency was noted in the sample of the pilot study on the first chapter. That
was probably due to the powerless teaching strategies, lack of the artificial intelligence applied
during the educational learning stages, as well as the lack or the misapplication of the
technological applications which affected negatively their oral fluency. Embedding the usage of
technological applications has a positive role on enhancing the practice of the English language
pillars in general and the oral fluency in specific.
The main aim of this study was to design a program that enables adult learners know how
to speak fluently, simulate the real English environment, master implicitly the application of
grammatical structure, fully understand and be understood by native speakers, understand
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classroom discussion without difficulty, use extensive and complex vocabulary, and pronounce
accurately; with correct inflections. The learners speak confidently, naturally with no distracting
hesitations and ideas flow smoothly through using the application of Eclectic approach activities
designed by the researcher. The program was conducted on five adult learners appealing to
boost their oral fluency. The participants were selected based on their English level. The
program was ten sessions and the duration of the program was about thirty five hours. The
duration dedicated for home assignments cannot be accurately calculated, but the estimated
duration could be up to forty hours. The instruments of the study included pre/post oral fluency
test, the program book of the oral fluency, and the oral fluency rubric.
Questions and Procedures of the Study
In order to tackle this problem, the current study attempted to answer the following main
questions:
What is the effect of using an Eclectic approach on enhancing the adult learners’ oral
fluency with special reference to phonological awareness?
In attempting to answer the above question, the following sub-questions were also
answered:
The study was guided by the following sub-questions:
The first sub-question was answered as follows:
This sub-question was answered through holding unstructured interview with a sample of
English instructors assuring that oral fluency and phonological awareness are major problems
they encounter when teaching to adults. Additionally, a pilot study on a sample of adult English
learners, working in diverse types of jobs, reflected the lack of essential oral fluency
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components in addition to major deficiencies in their phonological awareness. That was also
answered through holding a pre oral fluency test on the one group sample to assess their level in
speaking fluency.
The second sub-question was answered as follows:
In the light of the literature review, and further readings, the researcher designed nine
lectures, seven activities that covered the oral fluency components. The first two lectures of the
program were theoretical to brief and illustrate how to think in English, how the brain process
languages, what the advantages of learning languages are, what learners needed to master oral
fluency, in addition to the definitions of: linguistics, phonetics, phonology. The learners were
also trained to use the Interactive Phonemic Alphabet chart (IPA) to practice the correct
pronunciation of short vowel sounds, long vowel sounds, diphthongs and consonants. The other
seven lectures reflected the significance of embedding applications depending on the artificial
intelligence besides the assigned activities as home assignments. The researcher also embedded
the rubric as an assessment tool.
The third sub-question was answered as follows:
The components of the proposed program were elicited from the literature review and the
previous studies in chapter two and illustrated in detail in chapter three. Furthermore, the study
instruments were also based on the program’s components.
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The fourth sub-question was answered as follows:
By the end of the application of the program, the researcher conducted a post oral fluency
test to measure the adult learners’ oral fluency progress. The researcher assigned the learners to
practice their oral fluency using the assigned programs and the power of artificial intelligence,
and practice the pronunciation rules to enhance the acoustic features. The learners learned how
to pronounce accurately with correct inflections using some programs such as Elsa Speak, speak
confidently and naturally with no distracting hesitations using “Lingbe” program, enhance both
grammatical accuracy and complexity using English Central, and YouGlish programs. The
researcher elicited the statistical data, through the rubric, to monitor the progress of the learners.
The researcher also conducted qualitative data of the learners’ performance. Both quantitative
and qualitative results and findings are presented in Chapter Four.
Results of the Study
The results of the current study were elicited from both quantitative and qualitative
analyses. The quantitative section included the statistical comparisons of the participants’ mean
scores in the pre-test and their mean scores in the post-test. The comparison in the quantitative
section was based on the statistical results of the participants’ oral fluency according to the
conducted pre and posttest. The qualitative section was illustrated through the participants’ oral
samples.
The Quantitative Section
1- The first hypothesis stated that ”There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
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pre and post oral fluency test administrations with regard to the development of their
overall oral fluency favoring the post test scores”.
2- The second hypothesis stated that ”There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
fluidity and smoothness favoring the post test scores”.
3- The third hypothesis stated that ”There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
pronunciation and prosodic favoring the post test scores”.
4- The fourth hypothesis stated that ”There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
grammar complexity and grammatical accuracy favoring the post test scores”.
5- The fifth hypothesis stated that ”There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
comprehensibility and content favoring the post test scores”.
6- The sixth hypothesis stated that ”There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
lexical sophistication and lexical diversity favoring the post test scores”.
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7- The seventh hypothesis stated that “There is a statistically significant difference
at the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
assimilation favoring the post test scores.
8- The eighth hypothesis stated that “There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
elision favoring the post test scores.
9- The ninth hypothesis stated that “There is a statistically significant difference at
the significance level of 0.05 between the mean scores of the study participants on the
pre and post oral fluency test administrations with regard to the development of their
reduction favoring the post test scores.
The Qualitative Section
The researcher selected some Oral essays’ samples which reflected the learners’ acquisition
of the Eclectic approach. The selected Oral samples reflected the learners’ progress in speaking
confidently and naturally with no distracting hesitations. Their Ideas flew smoothly. The
learners pronounced clearly and accurately throughout the context. They mastered the correct
place of articulation. The learners mastered a variety of grammatical structure with a complex
and accurate grammar usage. The learners made a good use of the artificial intelligence and
enhanced the acquired knowledge through learning from various sources. The learners learned
how to blend the practices of listening, speaking, reading and writing into an organic whole.
The results indicated that they had a high acquaintance of phonological awareness with respect
to identified stress, intonation, and places of articulation of English sounds.
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Conclusions
The study aimed to investigate the effectiveness of using Eclectic approach on developing
the adult learners’ English fluency in general and on developing the adult learners’ oral fluency
in particular. Based on the previous chapters, the summary is that:
5.4.1. Teaching English by combination of various approaches and approaches helped
the instructors teach English effectively.
5.4.2. Teaching of English should be made easy by bringing it into realistic situation.
The situation made the language easily comprehensible. It connected a closer link between
an expression and its usage by coordinating meaning.
5.4.2. Using both phonological training supplemented by technological tools and
interacting with native speakers of the English language had an effective role on developing
learners’ oral fluency with special reference to phonological awareness.
5.4.3. Shedding the light on the importance of embedding the Eclectic approach on the
program book besides the interactive phonemic chart and the instructor illustrated this
section theoretically and practically in the first two sessions.
5.4.4. Using activities to serve in deepening the adult learners’ understanding, and
helped them made connections to the tackled topics.
5.4.5. Teaching the learners how to speak fluently, confidently, and with no hesitation.
Multiple programs, in the current study, were effectively used to enhance learners’ fluency
such as Elsa Speak, “Lingbe”, YouGlish, IPA, English Central, and Podcasts.
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5.4.6 Adapting the Eclectic approach as a flexible and more effective approach to meet
specific lesson objectives and analyze complex oral fluency situations in teaching English.
5.4.7. Training instructors for effective teaching approaches such as the Eclectic
learning approach to enhance and ensure effective and successful instructional process.
5.4.8. Allowing the participants to reflect their deep appreciation towards the
effectiveness of the instructional program, as they achieved the required score needed to
obtain the scholarship.
5.4.9. Applying effective teaching aids and other relevant technologies, using the power
of artificial intelligence, should be used effectively to make teaching learning process more
effective, successful and rewarding.
Recommendations
Based on the previous results and finding, the following recommendations were
elicited:
5.5.1. Instructors should apply the Eclectic approach to encourage creative
speaking and enhance learners’ oral fluency and pronunciation.
5.5.2. Instructors should implement the usage of technology in learning
language relying on the widespread usage of smart phone to access information.
5.5.3. Instructors should associate their teaching and learning with current
technological tools.
5.5.4. Educators should increase the number of hours allotted to pronunciation
courses in English programs.
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5.5.5. More attention should be paid to EFL teaching approaches as
implementing new applications could facilitate the learning process and may lead to
a positive impact on enhancing the learning outcomes.
5.5.6. Educators should urge learners to embed passive listening to enhance
both learners’ pronunciation and lexical acquisition which may lead to implicit
enhancements on the learners’ oral fluency.
5.5.7. Educators should urge learners to look up for mispronounced words; in
watched native speakers’ videos, which would have a positive impact on not only
modifying the articulation of looked up phrase, but also acquiring various new
vocabulary.
5.5.8. Educators should urge learners to use Elsa Speak program which has a
prominent effect on improving learners’ pronunciation, enunciation, in addition to
modifying fossilized pronunciation errors.
5.5.9. Educators should urge learners to practice the language with native
speakers, using social programs such as “Lingbe” program which has an effective
impact on enhancing learners’ oral fluency, prohibiting hesitation, and improving
phonological awareness.
5.5.10. Instructors should teach grammar rules implicitly; which is more
effective than teaching it explicitly. Teaching grammar implicitly through context
helps learners master the grammar rule without facing burdens of remembering the
construction of the grammar rule itself. This helps in acquiring the application of
grammar rule without wasting effort and time on recalling the rule which leads to
enhancing learners’ oral fluency.
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5.5.11. EFL educators should become more aware of the necessity of
teaching EFL oral fluency.
5.5.12. Phonological awareness strategies should be implemented in
teaching EFL oral fluency to learners at the early stage.
5.5.13. English language instructors training has to be continuous during
their carrier path.
5.5.14. Researchers and instructors should continue developing their
acquired abilities and knowledge through getting enrolled at workshops, in-service
courses and extension courses provided by specialized universities. Such courses
could improve the instructors’ approach of instructions in lecture halls.
Suggestions for Further Studies
Researchers may further explore the effectiveness of applying Eclectic approach strategies
in EFL learning. The following examples may be taken into consideration:
5.5.15. Enhancing English-learner instructors who had low level of
phonological awareness with respect to segmental and suprasegmental aspects of the
English language.
5.5.16. Exploring the effectiveness of Eclectic approach on developing
English language fluency in general.
5.5.17. Exploring the effect of other Eclectic approaches on developing
the oral fluency with special reference to phonological awareness.
5.5.18. Investigating the effectiveness of Eclectic approach on developing
writing fluency.
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5.5.19. Investigating the attitude of adult learns towards EFL oral fluency
instruction.
5.5.20. Designing a training program to train instructors on using
nontraditional approaches and modern teaching aids depending on the power of
artificial intelligence.