Effect of Integrated Writing–Speaking Instruction on the Speech Quality of Senior High School EFL Students
DOI:
https://doi.org/10.24256/ideas.v14i2.12579Keywords:
Cognitive planning, EFL learners, Speech quality, Writing–speaking instructionAbstract
This study investigates the impact of integrated writing–speaking instruction on the speech quality of senior high school EFL students, specifically members of the Mansara English Competition (MEC) Club. The study employed a quantitative pre-experimental one-group pretest–posttest design with 20 participants selected through total population sampling. Data were collected via speaking performance tests and evaluated using an analytic scoring rubric. Due to the non-normal distribution of the data, the Wilcoxon Signed-Rank Test was used for hypothesis testing. The results revealed statistically significant improvements across all dimensions of speech quality (p < 0.05), with all 20 participants achieving higher posttest scores. Specifically, fluency, pronunciation, and accuracy showed marked gains, as the writing stage functioned as a cognitive planning tool that reduced real-time processing load. Effect size analysis yielded a medium effect (r = 0.62) for total speech quality, indicating that the instructional approach has practical significance in an educational context. These findings suggest that integrating writing as a preparatory activity is an effective pedagogical strategy for enhancing structured oral production, particularly in competitive and performance-based EFL environments.
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