The Effectiveness of the ECRIF Strategy in Improving the Speaking Skills of Non-Native Arabic Language Learners

Abstract

The study aimed to verify the effectiveness of the (ECRIF) strategy in improving the speaking skills of non-native Arabic learners. To achieve the study objectives, the researcher prepared a situational test to measure their performance in four speaking skills: fluency, avoiding foreign accent, vocabulary use, and sentence construction. The study sample consisted of (50) male and female students from non-native Arabic learners, who were selected by the available method in the second semester of the academic year (2024/2025 AD). They were divided into two groups: one was randomly chosen as an experimental group of (25) male and female students who were taught using the (ECRIF) strategy, and the other was a control group of (25) male and female students who were taught using the conventional strategy. The study results revealed a statistically significant difference in individual and collective speaking skill improvement between the two study groups, with the experimental group outperforming the other. The study suggested that Arabic language education be focused towards experimentation, with many foreign methodologies being used and benefited from. It also suggested creating Arabic language instruction curricula that incorporate the stages of the ECRIF technique, such as interactive classroom activities that begin with confrontation and clarification, then memory and comprehension, and finally fluency. It is recommended that Arabic teachers seek to have the required capacities and skills for successfully adapting to the field of teaching Arabic to non-native speakers, as well as the ability to select acceptable strategy.