English abstract
This study aims to examine the effectiveness of using the debating teaching strategy in developing speaking skills for Grade 11 female students. To achieve this, the researcher designed a guide for developing these skills using the debating strategy. She further designed a speaking test and an oral performance analysis card. These tools were presented before a group of specialized adjudicators to ensure their validity. Reliability of the test was calculated using the internal consistency tool, were Cronbach Alpha coefficient reached (0.82), and reliability of the oral performance analysis card was calculated using cooper equation, were the agreement rate reached (81%)The sample of the study was divided into two groups: an experimental group consisting of 19 students who were taught using the debating strategy during reading lessons, and a control group consisting of 21 students who were taught using the conventional strategies. Both groups were given the speaking test. The results of the study revealed a variance of statistical significance at (0.05) between the score means of the two groups in the speaking test. The variances were statistically significant in favor of the experimental group in both the expressive and intellectual aspects, while the variances were not significant in vocal and linguistic aspects. The results also revealed a variance of statistical significance at (0.05) between the score means of the experimental group students in the pre and posttests in favor of the posttest. Based on these results, the researcher recommends benefiting from the debating strategy in developing speaking skills of students in post-basic education and classes of the second circle of the basic education. She further recommends the training of teachers on the use of the debating strategy to assist learners in acquiring the necessary speaking skills. The researcher suggested a number of further studies such as: effectiveness of the debating strategy in developing speaking skills of students in other classes, attitudes of Arabic language teachers towards teaching with the debating strategy and other new strategies.
