Enhancing Formal English Fluency Through Descriptive Presentations: A Study of 10th Grade Students (Published)
This classroom research examines how tenth-grade A2-level students at Ibn Rushd School for Boys in Hebron, Palestine, can improve their formal English fluency through structured descriptive presentations. Even after years of instruction in the English for Palestine national curriculum, which places a strong emphasis on writing and grammar, many students still find it difficult to speak clearly and fluently in formal settings. I created and carried out an eight-week classroom intervention to help students overcome this difficulty by having them prepare and give formal structured descriptive presentations. It is a mixed-methods study, I used fluency self-rating questionnaires, oral interviews, and pre- and post-speaking assessments. These tools made it easier to evaluate students’ progress, record their thoughts, and identify the methods they used to get overcome speaking challenges. Results showed that students’ confidence, metacognitive awareness, and spoken fluency all significantly improved. The majority of students improved their ability to use formal grammar structures and created their own techniques, including practicing, recording, and using visual aids. The results also demonstrated a significant connection between students’ assessments of themselves and the results of their tests. The study’s overall findings demonstrate how effective and inspiring descriptive presentations can be in enhancing formal spoken English in EFL classes. It provides insightful information for teachers who want to help students in moving from grammatical knowledge to true communicative fluency.
Keywords: descriptive presentations, metacognitive awareness, students' confidence