الفهرس 
Speaking and Language acquisitionOnly 14 pages are availabe for public view
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Abstract
The overall goal of teaching speaking is to help students become
competent speakers who are able to express themselves in real life
situations and use English as an international language. This can be
achieved through developing students’ intercultural communicative
competence. This necessitates students to be exposed to a wide array of
authentic materials that acknowledge them with the target cultural
knowledge of the language. Learning about culture has become
mandatory as it helps students avoid cultural misunderstandings which
hinders communication. This is the aim of the current study. The current
study aims at developing students’ intercultural communicative
competence through integrating language and culture. To master a
language, students need to have continuous access to authentic cultural
materials, and this is what ANVILL as a virtual language lab offers
students. Through ANVILL, the virtual language lab students can access
videos, audio, and materials at anytime, anywhere and at their own pace,
from their mobile phones, smart phone, tablets, laptops or desktops. All
they need is internet connection and an email to get a free account.
Questions of the study
The current study attempted to find answers to the following main
question:
What is the effect of using a virtual language lab on developing
secondary stage students’ speaking skill and intercultural competence?
The study also attempted to find answers to the following subquestions:
1. What is the effect of using the virtual language lab on developing
the secondary stage students’ speaking sub skill of accuracy?
2. What is the effect of using the virtual language lab on developing
the secondary stage students’ speaking sub skill of fluency?
3. What is the effect of using the virtual language lab on developing
the secondary stage students’ speaking sub-skill of pronunciation?
4. What is the effect of using the virtual language lab on developing
the secondary stage students’ speaking sub-skill of presentation?
5. What is the effect of using the virtual language lab on developing
the secondary stage students’ overall speaking skill?
6. What is the effect of using the virtual language lab on developing
the secondary stage students’ intercultural knowledge?
7. What is the effect of using the virtual language lab on developing
the secondary stage students’ intercultural awareness?
8. What is the effect of using the virtual language lab on developing
the secondary stage students’ intercultural attitudes?
9. What is the effect of using the virtual language lab on developing
the secondary stage students’ intercultural skill of discovery and
interaction?
10. What is the effect of using the virtual language lab on developing
the secondary stage students’ intercultural skill of interpretation and
relation?
11. What is the effect of using the virtual language lab on developing
the secondary stage students’ overall intercultural competence?
12. Is there a significant correlation between the speaking skill and
intercultural competence ?
13. Is there a significant correlation between using ANVILL to
develop students’ speaking skill and intercultural competence and
students’ attitude towards the program?
Hypotheses of the study
1. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the sub skill posttest of accuracy in favor of the experimental
group.
2. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the sub skill posttest of fluency in favor of the experimental group.
3. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the sub skill posttest of pronunciation in favor of the experimental
group.
4. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the sub skill posttest of presentation in favor of the experimental
group.
5. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the overall speaking skill in favor of the experimental group.
6. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the intercultural knowledge post-test in favour of the experimental
group.
7. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the intercultural attitudes post-test in favour of the experimental
group.
8. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the intercultural awareness post-test in favour of the experimental
group.
9. There is astatistically significant difference between the mean
scores of the experimental group and those of the control group on
the intercultural skill of interpretation and relation post-test in
favour of the experimental group.
10. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the intercultural skill of discovery and interaction post-test in
favour of the experimental group.
11. There is a statistically significant difference between the mean
scores of the experimental group and those of the control group on
the overall intercultural competence post-test in favour of the
experimental group
12. .There is a statistically significant correlation between the
experimental group’s scores of speaking and intercultural
competence.
13. There is a statistically significant correlation between using
ANVILL to develop students’ speaking skill and intercultural
competence and students’ attitude towards the program.
Method:
Participants of the study
Two classes of Dar El Tarbia Official Language School second
year secondary consisted the sample of the study as controlled and
experimental groups. The experimental group used ANVILL, the virtual
language lab to study the course while the controlled group was taught in
the traditional way.
Instruments of the study
The following instruments were used by the researcher:
1. A checklist of speaking sub-skills.
2. A checklist of intercultural competence dimensions.
3. A pre post speaking test to measure the English speaking skill
of secondary stage students before and after the program.
4. A pre post-test to measure students’ intercultural competence of
secondary stage students before and after the program.
5. The Virtual Language Lab (ANVILL
https://anvill.uoregon.edu/)
6. The speaking-intercultural program.
Data analysis
The T-test for independent samples was used to investigate the
difference between the experimental and the controlled group in terms of
fluency, accuracy, pronunciation and presentation skills as well as
intercultural competence. Also, Pearson correlation coefficients were
used to determine if the is a significant correlation between speaking and
intercultural competence.
Results
The statistical analysis of the date proved that:
1. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on the sub
skill of accuracy.
2. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on the sub
skill of fluency.
3. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on the
subskill of pronunciation.
4. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on the sub
skill of presentation.
5. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on the
overall speaking test.
6. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on
intercultural knowledge.
7. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on
intercultural attitudes.
8. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on
intercultural awareness.
9. There is a statistically significant difference between the mean
scores of the experimental and control groups posttest on the
intercultural skill of interpretation and relation infavvor of rhe
experimental group.
10.intercultural skill of interpretation and relation
11.There is a statistically significant difference between the
experimental and the control groups in the posttest mean scores of
the intercultural awareness in favour of the experimental group.
12.There is a statistically significant correlation between the
experimental group’s scores of speaking and intercultural
competence.
5.2 Conclusion
Through the current study, it can be concluded that using virtual
language lab in the process of language teaching and learning is a very
useful tool to facilitate students’ engagement and interaction and
maximize students’ immersion in the language. Virtual language labs
provide a very different experience from the traditional system of
teaching and learning languages and from the traditional language labs, as
they offer more advanced features and functionalities to language
learning as well as continuous exposure to language from the side to
students. Using virtual language labs facilitate the teacher’s role in
creating an attractive learning environment for the student and offer them
more practice hours.
As English language has been identified today not as a foreign or
second language but as an international language and has become an
essential component of the socio-cultural process, integrating culture has
become mandatory in all language teaching course
5.3Recommendations
The researcher recommends that:
Virtual language labs to be used in our language classes to help
teachers and students apply new strategies and techniques such
as flipped learning and help overcome problems such as the
lack of technical facilities in our schools, lack of time allocated
to language practice especially speaking skills and also the
crowded classes.
Preparing and implementing training courses for EFL teachers
on how to use Virtual; Language labs.
Using Virtual language labs in teaching EFL in different stages
primary, preparatory as well as secondary.
Using Virtual language labs to improve different language
skills’ listening, reading, writing as well as speaking.
5.4 Suggestions for further studies
Using virtual language labs to develop students speaking skills
and overcome speaking apprehension.
Using virtual language labs to improve students’ oral-aural
skills.
Using virtual language labs to improve students ’writing skill.
Using virtual language labs to improve students’ electronic
Reading habits and improve dyslexia.
Using virtual language labs to improve students’ listening skill.