Integrating Effective Writing and Speaking Strategies into Lesson Plan of Vision Series in Iranian High Schools: An Experimental Study

Vision Series and the critical content analysis of the skills applied and taught in the series have recently drawn researchers’ close attention. In spite of the chief characteristic of the textbooks and the teaching method (CLT), extensive research is required in order to modify skills and enhance the quality of the mentioned series. Given the fact that decades of research has already demonstrated the effectiveness of strategy instruction in EFL learning contexts, this study aimed to examine the impact of teaching writing and speaking strategies on Iranian high school students’ achievement in communicative skills. To this end, ۵۲ students in first grade of a public high school in Urmia were selected and assigned to one experimental and one control group. The control group only received the instructions according to the textbook and the explanations recommended in the teacher guide. The students in experimental group were also provided with some efficient and practical writing and speaking strategies taken from Oxford's Strategy Classification for ۸ sessions. Both groups were given a relevant test from Preliminary English Test (PET) as a pretest and posttest. The results of the T-Test indicated that strategy instruction could significantly affect the students’ communicative skills.