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Abstract
The purpose of this experimental research was to investigate the effectiveness of some cooperative learning strategies in enhancing some speaking skills of second year preparatory school students. Serving the research purpose, a speaking skills questionnaire was administered to a jury of specialists in the field of TEFL to identify the speaking skills that are necessary for the subjects ofthe study. Based on the results of this questionnaire a diagnostic speaking skills test measuring the identified speaking skills was constructed by the researcher and administered to a group of 105 second year Preparatory school students in Zagazig. This diagnostic test was intended to measure the extent to which the subjects of the study master the speaking skills that are necessary for their speech and conversation. The students’ performance on these speaking skills was below the standard (80% or higher). Accordingly, in the next stage, some procedures were taken in designing and preparing a remedial speaking skills course intended to. develop the required seven skills in which students were found to have problems. This remedial course was designed within the cooperative learning strategies .Some formative tests and a summative test accompanying the course were also constructed to evaluate students’ achievement of the target speaking skills emphasized throughout the course. In the empirical study, 105 participants in three classes were randomly assigned to the first experimental group (N=35), the second experimental group (N=35) and a control group (N=35).The two experimental groups received instruction via cooperative learning strategies: the former received instruction via the ”Jigsaw” strategy and the latter received instruction through the ”Think - Pair - Shar e”strategy. On the other hand the control group subjects were taught via the ordinary teaching method. All groups were pre - a nd pest - tested on the same summative speaking skills achievement test. Results of the data analysis have revealed statistically significant differences in the achievement of the target speaking skills among the two experimental groups and the control group, in favor of the two experimental groups. This was ascribed to the effectiveness of the adopted cooperative learning strategies in developing the experimental group subjects’ speaking skills. Results were recorded and statistically treated. Conclusions were drawn, suggestion for further studies were provided and recommendations were stated.