The Effect of Visualization as Mental Strategy on Developing Speaking Fluency of EFL Secondary School Students

Abstract

There may be several challenges when using visualization as a mental strategy to increase proficiency with speech in secondary school; some may relate to students, while others may relate to teachers. It is implied that many students are unfamiliar with mental processes or mental tactics like visualizations when there is a limited understanding of cognitive strategies. In addition to lacking drive and confidence, individuals may have no idea how to create internal practice scenarios or mental imagery. It can be challenging to employ innovative citrates when students are hesitant to communicate. This study aims to investigate the effect of visualization as mental strategy in improving speaking fluency of Iraqi EFL secondary school students. This study is hypothesized that there is statistical significance difference in speaking fluency between the experimental group who are taught using visualization as a mental strategy and the control group who are taught by conventional method. Sixty students from Al-Muhsin Secondary school participated as a sample in this study. By using suitable statistical method, the results showed that EFL secondary school in the experimental group speak more fluent than the control one.