الفهرس 
Chapter (1) Problem of the StudyOnly 14 pages are availabe for public view
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Abstract
In this chapter, the researcher summarizes the problem and its background, describes the method of the study the results, gives conclusions, makes recommendations and suggests for further researches and studies.
5.1. Summary of the Study
The current study investigated the effect of using some enrichment activities through fishbowl strategy on developing some EFL speaking skills of primary school pupils. The results showed that the treatment had a large effect on developing the primary stage pupils’ speaking skills. The treatment was conducted in Bahnas Primary School, Beni Sueif Governorate during the first term of the scholastic year 2019/2020. The quasi – experimental design was adopted in this study. There were 60 participants, they were divided into two groups; the treatment group and the non- treatment group. To collect the required data, the researcher prepared a pre –post speaking test, a teachers’ guide, and some enrichment activities. The main result of the study is that there was a statistically significant difference between the treatment group and the non- treatment group in the pre-post speaking test in favour of the treatment group after conducting the treatment . The study results are convenient with Yabarmase (2013) that proved the effectiveness of the fishbowl strategy in improving speaking ability of 30 students, but the difference between it and the current study is that the current study used various enrichment activities through fishbowl strategy to develop five speaking sub-skills; comprehension, pronunciation, vocabulary, fluency and grammar. Also, the results of the current study are compatible with Ibrahim (2016) and Mohammad (2018) as they showed the importance role of using various activities to develop the speaking skills of the primary school pupils. On the other hand, the current study engaged pupils in various enrichment activities through the fishbowl strategy which is one of the active learning strategies.
In short, teaching by using enrichment activities through fishbowl strategy encouraged the fifth year primary pupils to speak English in a free stress atmosphere. In addition, it gave the pupils opportunities to participate in doing and discussing the enrichment activities through the open and closed fishbowl strategy. Consequently, this clearly confirmed that using enrichment activities through fishbowl strategy was effective and helped the fifth year primary pupils develop five speaking sub skills; they were comprehension, pronunciation, vocabulary, fluency and grammar.
5.2. Conclusions
Within the delimitations of the study and on the basis of the study results, the following conclusions have been drawn:
1- The present study provides evidence that using enrichment activities through fishbowl strategy has a large effect on developing primary school pupils’ EFL speaking skills.
2- Using enrichment activities through fishbowl strategy provides an enjoyable experience to teach EFL speaking skills for primary school pupils as well as that increases pupil’s motivation and positive attitudes towards learning to EFL speak.
3- Enrichment activities may provide a means to foster language performance among pupils.
4- Doing enrichment activities through fishbowl strategy appears to enhance the pupils’ confidence in learning English and it helps pupils to do activities through an organize way.
5- There is an indication that introducing enrichment activities through the two types of fishbowl strategy can foster pupils’ speaking proficiency.
6- Carrying out enrichment activities through fishbowl strategy increases the pupils’ retention span and attracts their attention.
7- Asking pupils to discuss and share ideas while doing enrichment activities through fishbowl strategy can motivate them to think critically.
8- Working together to do some enrichment activities through fishbowl strategy boosted pupils’ spirit of co-operation.
5.3. Recommendations
Based on the findings of this study, the following recommendations are made:
A- Learners of English Language should be:
1- Engaged in enrichment activities through the active leaning strategies in general and the fishbowl strategy in particular in order to improve their speaking skills.
2- Motivated to communicate and interact with each other to practise the speaking activities through an organized strategy such as the fishbowl.
3- Trained on how to use English to express their ideas, feelings, opinions and so on.
4- The centre of the learning process and to be enthusiastic to participate in doing activities and tasks.
B- Teachers of English are recommended to:
1- Pay more attention to speaking skills especially in the primary stage.
2- Try using planned enrichment activities through fishbowl strategy to help pupils discuss, practise , role play conversations and express opinions as the pupils’ roles should not be passive.
3- Practise speaking to be able to improve the pupils’ ability to speak English well.
4- Work hard on developing these speaking sub skills; comprehension, pronunciation, vocabulary, fluency and grammar in order to enable them to communicate in English well.
5- Give pupils opportunities to practise and do enrichment activities based on speaking skills through fishbowl strategy.
6- Avoid focusing only on enthusiastic pupils as all pupils should be engaged in doing activities.
7- Provide a free stress atmosphere for pupils to practise English.
8- Make sure that the advanced pupils should be distributed to all groups to help the other pupils while doing enrichment activities.
9- Use co-operative learning and pair work while teaching English.
10- Use the active learning strategies in general and the fishbowl strategy in particular to improve pupils’ speaking skills.
11- Know how to assess pupils’ speaking skills using speaking rubrics.
12- Take into consideration the individual differences while preparing and introducing activities for pupils.
13- Adopt learner- centre approach and give pupils opportunities to think, discuss, criticize, evaluate and practise to use the English language using enrichment activities through fishbowl strategy.
14- Help pupils to summarize the lesson through fishbowl discussions as well as providing a short feedback after each switch.
C- Curriculum Developers
1- There should be a speaking lesson in each unit that shows pupils how to use English in real-life situations such as shopping, seeing a doctor and so on.
2- Pupil’s book and the workbook should include enrichment activities and drills based on the speaking skills.
3- English exams should include a speaking section in order to enhance pupils to pay attention to speaking skills.
4- Provide English audio-video materials that are related the speaking skills on the light of the objectives of each lesson.
5- Curriculum developers should put into consideration the active learning strategies in general and the fishbowl strategy in particular when design the educational curricula especially those related to teaching languages.
6- Provide electronic enrichment activities related to each syllabus for the pupils.
D- Ministry of Education
The Ministry of Education is recommended to:
1- Prepare training courses to show the teachers how to employ the enrichment activities through fishbowl strategy in teaching English.
2- Provide regular training courses to improve the teachers’ speaking skills to be able to develop the pupils ‘ability to speak English.
3- Held conferences and workshops about teaching EFL with English experts to exchange experiences and promote the level of teaching EFL in Egypt.
4- Publish an educational magazine to help teachers of English know the latest strategies and technique in the field of TEFL.
5.5. Suggestions for Further Research
Although this study focused on investigating the effect of using some enrichment activities through fishbowl strategy on developing some EFL speaking skills of the primary pupils, the following suggestions are addressed in future research as an extension:
1. Researchers may investigate effect of using the fishbowl strategy on developing the critical thinking of the primary pupils.
2. Future research is proposed to investigate attitudes and perceptions of teachers of English towards using the fishbowl strategy and enrichment activities teaching English in all the educational stages.
3. Research may investigate the effectiveness of a program based on using enrichment activities through fishbowl strategy in developing the speaking skills of the primary teachers of English.
4. Researchers may investigate the effect of using enrichment activities through fishbowl strategy on developing the listening skills and creative thinking.
5. A new study is needed to investigate different effects of using some enrichment activities through fishbowl strategy on reading skills.
6. Researchers may investigate the effect of using enrichment activities through fishbowl strategy on developing listening and speaking skills for the pupils with special needs.
7. Future research is suggested to investigate the effect of using enrichment activities through fishbowl strategy on developing the speaking proficiency of the kindergarten pupils.