EFL Teachers’ Perceptions about the Role of Simulation Strategy in Developing EFL Learners’ Oral Performance: The case of EFL teachers at M’sila University

Abstract

Abstract

This research, titled “EFL Teachers’ Perceptions about the Role of Simulation Strategy in Developing EFL Learners’ Oral Performance: The case of EFL teachers at M’sila University,” investigates the effectiveness of simulation strategies in enhancing the oral skills of EFL students. Employing mixed-methods research, including surveys, interviews, and classroom observations, the study demonstrates that simulation strategies positively influence student engagement, promote meaningful language use, and build confidence in oral communication. It aims to develop EFL students’ oral performance at M'sila University," and to thoroughly investigate and understand the impact of simulation strategies on the oral proficiency of English as a Foreign Language (EFL) students within the specific academic context of M’sila University. The study seeks to provide comprehensive insights into how simulation strategies are employed and how they influence the development of students’ oral language skills. Specifically, it aims to examine whether simulation strategies effectively engage students, foster meaningful language use, and enhance their confidence in oral communication. By conducting mixed-methods research, including surveys, interviews, and classroom observations, this study aims to generate nuanced findings that can inform not only about the practices at M’sila University but also contribute to the broader field of EFL education. Despite the benefits, challenges such as resource constraints and subjective assessment methods require attention for sustainable integration. The study recommends targeted teacher training and strategic resource allocation to fully harness the potential of simulation strategies in EFL education, bridging the gap between the classroom and real-world communication contexts.