The Effect of Integrating the PechaKucha Presentation technique in EFL Classes to Promote Students’ Speaking Performance

Abstract

The research was carried out to explore the effect of implementing PechaKucha presentation in optimizing EFL learners' speaking performance. The participants were first-year EFL master's students at Mohammed El-Bachir El-Ibrahimi University of Bordj Bou Arréridj – Algeria. The study sample consisted of 20 participants who were assigned into two groups of ten participants in each group; the experimental and the control groups. The first group (N=10) used the PechaKucha technique in their presentations, whereas the other group (N=10) received no manipulation. The research was quasi-experimental, it involved the use of pre and post-closedended questionnaires. The aim of the pre-QQ was to determine the reported informants’ level before conducting the experiment, while the post-QQ was used to depict any difference in level, after the treatment. Moreover, a structured observation with specified criteria was used, aiming at assessing the learners' speaking performance by decoding their verbal and non-verbal interactions. The collected data were analyzed statistically using the Statistical Package for Social Sciences (SPSS). The two groups displayed similar performance in the pre-QQ, however, the results of the structured observations showed that the mean scores of the learners' presentations increased from before and after the PechaKucha intrusion. It was also reflected in the post questionnaire results which revealed a significant difference in the reported participants’ level. Based on these findings, we suggested that there is a positive correlation between the PechaKucha presentation technique and EFL learners’ speaking performance.