Effects of Discourse Analysis-Integrated Approaches on EFL Speaking and Communicative Competence: A Quasi-Experimental Study at Al-Kadisia Secondary School, Kufrah

Abstract

This quasi-experimental study compared three discourse analysis-based approaches Writing Discourse Analysis Approach (WDAA), Speaking Skills Non-Integrated Discourse Analysis Approach (SSNIDAA), and Speaking-Writing Integrated Discourse Analysis Approach (SWIDAA)—on Libyan secondary EFL students' speaking performance. Sixty final-year students at Al-Kadisia Secondary School participated in a 12-week intervention delivered by the researcher. Speaking was assessed pre- and post-intervention using a validated analytic rubric. One-way ANOVA revealed significant group differences, F(2, 57) = 3.66, p < .05, η² = .11. Tukey HSD tests showed SWIDAA (M = 11.90) outperformed both WDAA (M = 8.80) and SSNIDAA (M = 8.95), while WDAA and SSNIDAA did not differ significantly. Findings suggest integrated speaking-writing instruction enhances EFL speaking performance more effectively than isolated approaches in this context.