The Effect of Using Socio-affective Strategies to Develop Speaking Skills in EFL Students

Abstract

Research on the effects of socio-affective strategies on English speaking skills has shown a positive impact on the underlying emotional and interactive processes of these abilities. This research synthesis aims to analyze the effect of using socio-affective strategies on speaking skills in EFL classes. To this purpose, 20 empirical studies were examined through thematic analysis, initially focusing on two categories: effects and students’ perceptions. During the analysis, two further themes emerged: gender differentiation and facilitating factors influencing the delivery of the strategies. Results show improvements in students' speaking performance, anxiety regulation, and self-confidence, which are the most frequently cited effects. Likewise, no gender-based differentiation of these effects was found. In terms of students’ perceptions, enhancement of a favorable teaching environment, enjoyment of group activities, and confidence were identified. However, students reported negative perceptions in terms of a lack of personalized instruction, issues with group collaboration, and speaking anxiety despite the implementation of the strategies. Additionally, facilitating factors, such as explicit teaching and the teacher’s ability to create positive interactions and manage classrooms were found. Finally, the results prompted recommendations for the implementation of new education policies and for English teachers' prior training to facilitate the delivery of socio-affective strategies. Further research on the effects of socio-affective strategies on speaking skills considering variation in teacher’s training and classroom management based on students' gender, ages, English proficiency, and situational and speaking anxiety, is recommended.