الفهرس 
Review of the Literature and RelatedOnly 14 pages are availabe for public view
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Abstract
Many EFL learners encounter serious difficulties when it comes to speaking English. These difficulties may be due to setting, inappropriate teaching practices that focus on language form rather than on enhancing students’ speaking competence, evaluation system, and lack of necessary motivation. They were demonstrated in the pilot study conducted by the researcher. Thus, the current study was carried out in order to investigate the effect of interactive fiction-based activities on enhancing first year secondary school students’ speaking competence and motivation. Four main speaking components were the main focus of this study (fluency,accuracy, comprehensibility, and pragmatic competence). Besides,students’ motivation to speak EFL was examined. The study adopted a mixed research method. A quasi-experimental research design including an experimental group and a control group was used. In addition, the researcher used some qualitative research techniques to explore how interactive fiction affected students’ speaking competence. These included oral interviews and speaking portfolios. The present study sought answers to the following questions:1- What is the effect of interactive fiction-based activities on enhancing the speaking competence of secondary school students? Sub-questions:1.a ) What is the effect of interactive fiction-based activities on enhancing students’ speaking fluency?1.b) What is the effect of interactive fiction-based activities on enhancing students’ speaking accuracy?1.c) What is the effect of interactive fiction-based activities on enhancing students’ speaking comprehensibility?1.d) What is the effect of interactive fiction-based activities on enhancing students’ speaking pragmatic competence?2- How does interactive fiction affect secondary school students’ speaking competence?3- What is the effect of interactive fiction-based activities on secondary school students’ motivation?