The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students: A quasi-experimental study

In the world of English as a Foreign Language pedagogy, the efficacy of interactive instructional methods, particularly presentation-based activities, has garnered increasing attention. This study aimed to elucidate the potency of such activities in boosting the speaking prowess of Saudi English students. Employing a purposive sampling technique, 16 male students were methodically selected and partitioned into experimental and control groups. Through a quasi-experimental design, the study assessed linguistic proficiency using a detailed pre- and post-intervention rubric. Empirical findings revealed a significant enhancement in the experimental group's speaking skills after immersion in presentation-driven tasks. This was evident in improved fluency and coherence, enriched lexical resources, heightened grammatical range and accuracy, superior pronunciation, more compelling content delivery, and enhanced engagement and interaction skills. Crucially, this observed improvement in speaking skills among participants may be attributed to enhanced self-confidence fostered through their engagement in presentation-based activities, an integral facet of efficacious language learning. This research underscores the importance of integrating practical tasks in EFL curricula and aligns with previous academic discourses that emphasise the virtues of hands-on learning. These insights hold significant implications for educators, curriculum designers, and education policymakers in refining EFL instructional practices and fostering genuine language mastery.