Developing speaking skills on EFL learners through biography-driven instructional strategies

Abstract

This mixed-method case study evaluated the effectiveness of Biography Driven Instructional (BDI) strategies in developing EFL learners’ speaking skill. The participants of the study included 23 students from a high school in Loja, south of Ecuador. Data were collected through interviews as pre and post tests and a focus group. Findings from descriptive and inferential analysis show a statistically significant difference in pre-post speaking tests and participants’ perceptions revealed that the use of these strategies had a positive effect on their oral skills. It was concluded that BDI strategies were found to be beneficial to improve EFL learners’ speaking performance after the integration of these tools in the classroom. Implications for teaching and future BDI application are also discussed.