The Effect of Active Learning on Developing the EFL Speaking Skills of the Saudi Kindergarten Students in Saudi Arabia
AlJohara Fahad AalSaud

Abstract
This study aimed at investigating the impact of using a program based on active learning strategies on developing the EFL speaking skills among the Saudi kindergarten students in Saudi Arabia. The participants enrolled in the second level of kindergarten (KG2). The researcher hypothesized that if the students were given the communication opportunities and speaking in a classroom-based on active learning strategies, so their English speaking skills may be improved. In the same respect, the present study attempted to answer the following hypothesized question: Is there a statistically significant difference between the Saudi kindergarten students' mean scores on the English speaking skills test due to the teaching procedures of active learning strategies, or not? To answer the aforementioned question, the researcher designed a rubric for assessing the participants' speaking skills before and after implementing the program based on active learning strategies in speaking classes. A pre-post speaking skills’ test, comprehended the dimensions of accuracy and fluency of English speaking skills in classes, was designed by the researcher and refereed by a jury of specialists in the field of education from different countries. The sample entailed 150 students from one of Al-Riyadh Kindergartens. Validity and reliability of the research instruments were validated. Results were calculated and discussed. Finally, recommendations and suggestions for further research were introduced.

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