Here is the summary:To many people,

Here is the summary:
To many people, mastering speaking abilities is the ultimate goal of acquiring a foreign or second language and the other skills are overshadowed by its significance (McCarthy, 1998; Nunan, 2001a).

Ur (1996) points out that among the four language skills, speaking seems intuitively the most important: people who know a language are referred to as 'speakers' of that language; as if speaking includes all required knowledge for a language.

Still second and especially foreign language learners were not able to use the language effectively in order to satisfy their needs.

providing optimal circumstances for learners to improve their speaking ability in accordance with what 'communicating effectively' or 'meaningful communication' (Luchini, 2004) requires, task-based approach has been widely adopted since approximately twenty years ago (see for example, Long and Crooks, 1992; Skehan, 1996, 1998 ; Ellis, 2000, 2003; Carter and Nunan, 2001; Nunan, 2001a, 2001b, 2001c).

Task-based language teaching (TBLT), as a rather newly favored perspective toward language pedagogy, has been receiving significance and attraction since its emergence, at 1980s.

Task-based instruction (TBI) attempts to involve learners in actual use of language and through its instruction, effective communication in the target language is to be realized.

It stands as an offspring of Communicative Language Teaching (CLT) introduced to language methodology.

The Impact of 'Role Play' on Fostering EFL Learners' Speaking Ability: A Task-Based Approach As a result, the present research attempts to exhibit the effect of role- play, as a task-based technique on EFL learners' speaking ability.

Numerous studies have been conducted to investigate the effects of task- based instruction on listening, reading and structures but little research has addressed the effect of role-play on learners' speaking ability.

Although the term role play per se may not seem a brand new concept to study; however, the context in which it was implemented seems different in TBLT in that role play is enriched contextually.

Accordingly, this study intended to determine to what extent role play activity based on task-based language teaching would influence EFL learners' speaking ability and whether it would be able to improve this skill.

Does TBLT-oriented role-play make any considerable change in the subjects' speaking ability in the experimental group compared with that of the control group? Role play relying on TBLT leaves no effect on subjects' speaking ability in the experimental group compared with that of the control group.

Regardless of the gender of the candidates, every other subject was placed in experimental and control groups according to their scores from the top to the bottom.

The main materials applied for the experimental group were cards containing roles to be practiced in the class on the basis of TBLT considerations.

The participants in the control group did not experience working with TBLT- based role play cards.

As mentioned so far, to measure the subjects' speaking ability, the study has utilized IELTS speaking in its pretest and posttest.

As stated earlier, role-play cards were provided and assigned to the subjects in the experimental group.

They were developed according to TBLT conditions and those in the experimental group were asked to play the roles described on each card.

The subjects in the control group followed the materials provided for them based on traditional methods of language teaching without encountering TBLT-adopted role-play cards.

Following the implementation of IELTS speaking in pre test stage, the recorded samples of the subjects' performance were assessed by four raters and two raters with the closest means of scores were selected for both pre and post test assessment.

As Table 1 reveals, the experimental and control groups had rather similar means, standard deviations and variances which prove the fairness of the selection and sampling process.

As Table 1 reveals, the experimental and control groups had rather similar means, standard deviations and variances which prove the fairness of the selection and sampling process.

Table 2 reveals the result of t-test for both groups in the pretest.

It seems that experimental group outperformed the control group.

To see if the difference between the means of the experimental group and the control group was meaningful, another independent t.

In other words, the result confirmed the difference between the two groups and the positive effect of Task Based Language Teaching oriented role-play technique.

It also reveals that the experimental group has outperformed the control group.

As noted earlier, the present study aimed at empirically investigating the effects of 'Role Play' as a TBLT-centered activity and whether it can improve EFL learners' oral ability.

With respect to the practice level, as it was put forth in the previous section, the participants i

النتائج (العربية) 1:

Here is the summary:To many people, mastering speaking abilities is the ultimate goal of acquiring a foreign or second language and the other skills are overshadowed by its significance (McCarthy, 1998; Nunan, 2001a).Ur (1996) points out that among the four language skills, speaking seems intuitively the most important: people who know a language are referred to as 'speakers' of that language; as if speaking includes all required knowledge for a language.Still second and especially foreign language learners were not able to use the language effectively in order to satisfy their needs.providing optimal circumstances for learners to improve their speaking ability in accordance with what 'communicating effectively' or 'meaningful communication' (Luchini, 2004) requires, task-based approach has been widely adopted since approximately twenty years ago (see for example, Long and Crooks, 1992; Skehan, 1996, 1998 ; Ellis, 2000, 2003; Carter and Nunan, 2001; Nunan, 2001a, 2001b, 2001c).Task-based language teaching (TBLT), as a rather newly favored perspective toward language pedagogy, has been receiving significance and attraction since its emergence, at 1980s.Task-based instruction (TBI) attempts to involve learners in actual use of language and through its instruction, effective communication in the target language is to be realized.It stands as an offspring of Communicative Language Teaching (CLT) introduced to language methodology.أثر '"تلعب دور"' على "المتعلمين التغذية بالكهرباء تعزيز قدرة حديثة": A Task-Based نهج وكنتيجة لذلك، يحاول البحث الحالي الذي يحمل أثر لعب دور، كتقنية مهمة القائم على قدرة الناطقين EFL المتعلمين.أجريت دراسات عديدة للتحقيق في آثار مهمة-على أساس التعليم في الاستماع، القراءة وهياكل ولكن القليل من الأبحاث تناولت أثر الزائرون على القدرة على المتعلمين الكلام.على الرغم من أن الدور الذي تضطلع به المصطلح في حد ذاته قد لا يبدو مفهوم العلامة تجارية جديدة للدراسة؛ غير أن السياق الذي نفذ يبدو مختلفاً في تبلت في هذا الدور الذي تقوم به هو إثراء المحتوى.وبناء على ذلك، تحدث هذه الدراسة التي تهدف إلى تحديد إلى أي مدى الدور الذي تقوم به سيؤثر النشاط استناداً إلى تدريس اللغة المستندة إلى المهام المتعلمين التغذية بالكهرباء القدرة وما إذا كان سيكون قادراً على تحسين هذه المهارة.تجعل الزائرون المنحى تبلت أي تغيير كبير في قدرة المواضيع التي تحدث في المجموعة التجريبية بالمقارنة بالسيطرة على المجموعة؟ الدور الذي تقوم به الاعتماد على تبلت يترك أي تأثير على قدرة مواضيع يتحدث في المجموعة التجريبية مقارنة بالمجموعة الضابطة.بغض النظر عن نوع جنس المرشحين، وضع كل موضوع آخر في التجريبية ومراقبة المجموعات وفقا لنتائجهم من الأعلى إلى الأسفل.تطبيق المواد الرئيسية للمجموعة التجريبية كانت البطاقات التي تحتوي على أدوار أن تمارس في الفئة على أساس اعتبارات تبلت.The participants in the control group did not experience working with TBLT- based role play cards.As mentioned so far, to measure the subjects' speaking ability, the study has utilized IELTS speaking in its pretest and posttest.As stated earlier, role-play cards were provided and assigned to the subjects in the experimental group.They were developed according to TBLT conditions and those in the experimental group were asked to play the roles described on each card.The subjects in the control group followed the materials provided for them based on traditional methods of language teaching without encountering TBLT-adopted role-play cards.Following the implementation of IELTS speaking in pre test stage, the recorded samples of the subjects' performance were assessed by four raters and two raters with the closest means of scores were selected for both pre and post test assessment.As Table 1 reveals, the experimental and control groups had rather similar means, standard deviations and variances which prove the fairness of the selection and sampling process.As Table 1 reveals, the experimental and control groups had rather similar means, standard deviations and variances which prove the fairness of the selection and sampling process.Table 2 reveals the result of t-test for both groups in the pretest.It seems that experimental group outperformed the control group.To see if the difference between the means of the experimental group and the control group was meaningful, another independent t.وبعبارة أخرى، أكدت النتيجة الفرق بين المجموعتين والأثر الإيجابي لتقنية الزائرون "المهمة على أساس تدريس اللغة" الموجهة.كما يكشف أن المجموعة التجريبية قد تفوقت مجموعة المراقبة.كما ذكر آنفا، تهدف هذه الدراسة تجريبيا التحقيق في آثار '"تلعب دور"' كنشاط تبلت محورها، وعما إذا كان يمكن أن تحسن قدرة المتعلمين التغذية بالكهرباء عن طريق الفم.فيما يتعلق بمستوى الممارسة، كما أنها وضعت المنصوص عليها في المقطع السابق، المشاركين أنا