شبكة المعلومات العربية التربوية

The aim of this research paper is to investigate the effectiveness of using dramatic monologue in developing EFL speaking skills among prospective teachers. The design of the study is one group, pre-posttest. The sample of the present study consisted of fourth year English section students at Benha Faculty of Education (N=40). The study sample taught through using the dramatic monologue. The tool of the present study consists of an EFL speaking test prepared by the researcher and a rubric for correction. The test consisted of five parts; each part measures certain speaking skills. It was applied on the study sample before and after implementation. Results of the study revealed that there are statistically significant differences between the mean scores of the study sample in the pre, post assessment of EFL speaking skills in favor of the post assessment. Therefore, the EFL speaking skills of the study sample were developed as a result of teaching through dramatic monologue. Using dramatic monologue enables learner to express themselves confidently, exchanges the information and communicate and interact with each other. This confirmed that the dramatic monologue is effective in developing the EFL speaking skills among prospective teachers. It was recommended that using dramatic monologue in developing other language skills such as writing and listening among students at the different educational stages. (Published abstract)