تفاصيل الرسالة العلمية

This study aimed to investigate the effect of using robot voice chat on developing students? speaking performance in English. It also aimed to investigate whether teaching speaking via robot voice chat had a significant difference in aspects of speaking (pronunciation, fluency, grammar, and vocabulary). To carry out the study, 32 Ninth Grade male students at Prince Hamza Secondary School for Boys in Mafraq, in the first semester of the academic year 2015/2016 were intentionally chosen and randomly assigned into two groups (experimental and control). The experimental group was taught by robot voice chat strategy and the control group was taught by regular instruction for eight weeks. Both groups were taught the same material by the same teacher for the same time. They sat for a pre/post-test to assure that the groups had the same speaking performance ability level before the experiment. Moreover, a personal interview was conducted for the members of the experimental group to explore students' attitude toward robot voice chat. The findings revealed that there were statistically significant differences between the mean scores of the experimental group and the control group due to the method of teaching (robot voice chat vs. regular instruction) in favor of the experimental group in the speaking performance on the post-test. The findings of the study also showed that there were statistically significant differences among aspects of speaking due to method of teaching in favor of the experimental group. Furthermore, the findings revealed that the system has many advantages that can be used in improving students? speaking ability. On the other hand, some disadvantages should be avoided. Additionally, there were some suggestions for improving the system related to adding some options to the program. Finally, a number of related recommendations were presented to the Ministry of Education, teachers, and researchers