شبكة المعلومات العربية التربوية

In countries such as Iraq where English is taught as a foreign language, it is common to notice that in spite of teaching English for twelve years, most students are unable to speak in a proper way. This fact has been documented by several studies on speaking ability in Iraq. Therefore, the researcher highlighted this issue as an attempt to recover it through using new two techniques which are Three-Step Interview and Talking Chips. The population of the present study is made up of fourth preparatory male students in Baghdad Governorate, the third Directorate General of Education in Al-Rusafa Third. The sample of the study, which is chosen randomly, consists of two sections of the fourth preparatory male students, scientific branch, at Al-Shaheed Qassim Al-Mubarqa’ Preparatory School. The total number of the sample was 82. Three-Step Interview was applied on the first section, while Talking Chips was applied on the second one. The experimental design of this study is the pre-test post-test non - equivalent groups. The experiment lasted two months and a half during the academic year 2016-2017. It started on the sixth of March and ended on the eleventh of May. The researcher himself taught all the two groups. Both of the pretest and the posttest are constructed by the researcher and exposed to a jury of experts to verify its validity. The first version of the pretest was applied on the pilot sample of (67) male students to estimate its discrimination power and difficulty level. Reliability was calculated by using 'Inter-rater reliability'. The researcher applied the test on the pilot sample and then gave the test to another scorer who is the regular teacher of English. The correlation between the two scores was calculated by Pearson correlation. The result was (0.73). This indicates that the test has a high reliability T – test formula for two independent samples was used to analyze the results of the comparison between the TSI means scores and TCs ones in the posttest. It showed that there are statistically significant differences between the mean scores of the (TSI) group and (TCs) group in favor of the (TSI). As a result, the TSI technique is a more appropriate technique in teaching speaking. In the light of the study findings, a number of recommendations are stated and suggestions for further studies are put forward. (Published Abstract)