A Study on the Efficacy of ENGAGE Model in Improving Speaking Components of EFL Learners: A Comparative Methodological Approach

The present study was an attempt to investigate the impact of using ENGAGE model on the speaking components of Iranian EFL learners. A thorough review of the related literature revealed poor record of practical work in the domain of ELT concerning the effect of using ENGAGE model in speaking skill of L2 learners. A quasi-experimental study was designed and 100 Iranian female EFL learners with the age range of 18 to 25 in Mofid language institute in Damghan were selected out of 150 intermediate students according to their performance in a standard Oxford Quick Placement Test (QPT). The selected participants were randomly divided into three groups, receiving instructions based on the principles of ALM (n=32), TBLT (n=33), and ENGAGE model (n=35). The study participants went through the process of pretesting, intervention, and post-testing. Then, the data collected were analyzed via SPSS software version 25 and a measure of multivariate ANOVA (MANOVA) was run to probe the null-hypotheses. The outcome of the posttest data analysis clarified that compared to TBLT and ALM; the ENGAGE model had a more significant effect on the speaking sub-skills of the participants such as fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation of Iranian EFL learners in speaking. Findings of the present study could be used by ELT practitioners, program developers, and teachers of English in both EFL and ESL contexts.