إستراتيجية مقترحة قائمة على نظرية التعلم الاجتماعي لعلاج صعوبات التحدث لدى تلاميذ المرحلة الابتدائية
The research aims at teaching speaking to fifth-grade primary school students using the role-playing strategy based on social learning theory in order to handle speaking difficulties. The study sample consisted of forty students from the fifth grade of primary school at Al-Shaymaa Primary School and the Martyr Mahmoud Mandour Accredited Primary School, divided into two equal groups, one of which was the control group and the other is the experimental group. The study used the following tools: a diagnostic test to determine speaking difficulties, a list of speaking difficulties to be treated, a performance score card for speaking difficulties. (Prepared by the researcher). The study reached the following results: There is a statistically significant difference at the significance level of between the average ranks of the scores of the experimental group that studied using the role-playing strategy in light of social learning theory, and the control group that studied in the traditional way in the post measurement of the dimensions of the speaking difficulties scorecard, and the total score is in favor of the experimental group, for the following difficulties (Difficulties related to the vocal aspect, difficulties related to gesture communication, organizational difficulties, and formal difficulties) in favor of the experimental group’s scores. (Published abstract)