Presentation Practice Production method (PPP) seems as a potential new method for improving the writing and speaking performance of English as a Foreign Language university students. The goal of this research was to examine the impact of using presentation practice production versus the grammar-translation method on writing and speaking performance among Saudi EFL students. Eighty-eight students aged twenty and twenty-one years old participated in this study with an equal number of male and female students selected from the Faculty of Education, University of Tabuk in Saudi Arabia. The participants were randomly assigned to two groups. This research used a quantitative research design. Data was collected using a writing and speaking achievement test to assess the students’ writing and speaking performance. The result showed that there was a significant effect of using the PPP method on the students’ proficiency in writing compared to the GT method at P < 0.001. The findings indicated that students who use the PPP method scored higher than the group who use the GT method. The study concluded that PPP could be suitable for third-year students to help them increase their performance in speaking compared to Grammar-Translation (GT). Also, Training students on Presentation Practice Production (PPP) enhances students practice and the exchange of ideas in the classroom.
M. Alshewiter, K. and M. Al-Khataybeh, M.
"The Impacts of Grammar Translation Method Versus Presentation Practice Production on Saudi Students Writing and Speaking Abilities,"
Information Sciences Letters: Vol. 12
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Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss11/38