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Abstract
This quasi-experimental study investigated the effect of using a suggested successful intelligence theory (SIT)-based strategy on developing EFL students’ oral communicative competence and engagement. The participants included 60 second-year preparatory EFL students enrolled at Tareq Ben Zyad Prep. School in Sohag City, Egypt.They were assigned to an experimental group condition or a control one. The experimental group students received the suggested instructional intervention, whereas their control group peers were taught using regular instructional practices as prescribed in the assigned textbook accompanying teacher’s guide. Two tools were used in assessing students’ communicative competence and engagement, including an oral communicative competence test and an engagement scale; both were designed by the researcher. The results of the study revealed a significant improvement in the learners’ overall oral communicative competence and engagement as a result of receiving the suggested instructional treatment. Based on these results, it is therefore recommended that successful intelligence-based instruction should be incorporated in English as a foregin language teaching/learning process. Other recommendations for language teachers, foreign language instruction, and curriculum designers are provided along with suggestions for further research.