The Effect of Interactive Peripheral Learning on Iranian EFL Learners Oral Performance of Pre-intermediate EFL Learners

This study examined the effects of interactive peripheral learning on pre-intermediate Iranian EFL learners oral performance. In the first step, 60 homogeneous pre-intermediate students from intact classes were chosen from Saman institute, Tehran, Iran and non-randomly divided into two equal groups, namely an experimental group and a control group. Then they were pretested through a researcher-made speaking test extracted from New Interchange Book 1. The learners in the experimental group received exposure of pictorial cues on the wall. These posters were used based on the related topics of the learners’ textbooks. This control group, on the other hand, was engaged in the ordinary program of the classroom; they did not receive the peripheral treatment. After the treatment which took 10 sessions, the researcher administered the modified version of the mentioned pre-test as the post-test to find out the effect of the peripheral learning on the participants oral performance. When the data were collected, Independent and Paired Samples t-tests were run to analyze them. The results showed that experimental group outperformed than the control group in the post-test. The findings indicated that peripheral learning improved pre-intermediate Iranian EFL learners oral performance.