integration of interactive learning strategies and its effect on grade 8 students’ english-speaking skills in private schools in mount lebanon
This dissertation examines the integration of interactive learning strategies and their influence on the speaking proficiency of grade 8 students in private schools within Mount Lebanon. The impetus for this study arises from а critical imbalance in the Lebanese educational system, which places substantial weight on written assessments while marginalizing oral language evaluation. This imbalance is reflected in consistently moderate to low speaking scores among Lebanese students on international standardized assessments such as the IELTS and TОEFL. Furthermore, educational administrators have noted the removal of oral grades from national reporting criteria, indicating а systemic undervaluation of speaking skills in formal education. The study adopts а mixed methods of research design, combining both quantitative and qualitative methodologies. Quantitative data were obtained through pre- and post-assessment of students’ speaking abilities, while qualitative insights were drawn from teacher interviews, student focus groups, and а structured questionnaire distributed among 25 English language instructor. The sample consisted of 133 students from six private schools located across three districts in Mount Lebanon, selected to represent а diverse educational landscape. The results demonstrate that the use of interactive speaking strategies, such as debates, role-play, peer discussions, and guided presentations, produced statistically significant improvements in students’ spoken English. In addition to enhanced performance across key sub-skills including fluency, pronunciation, accuracy, and lexical diversity, the research revealed а positive shift in student attitudes toward oral assessments. Teachers similarly affirmed the necessity of integrating formal speaking evaluations into the curriculum and emphasized the role of methodological reform in improving oral language outcomes. These findings underscore the critical need to reconfigure language instruction policies and classroom practices by embedding interactive pedagogical strategies into mainstream English teaching. Addressing the current neglect of oral communication can contribute to а more balanced and competency-driven approach to language education in Lebanon. (Author's abstract)