Authors : Manukyan Ani

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2bbrmtwe

Scribd : https://tinyurl.com/ajmxd84h

DOI : https://doi.org/10.38124/ijisrt/26apr1841

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Abstract : This research article investigates the efficacy of poetry as a pedagogical instrument for enhancing English speaking skills among English as a Foreign Language (EFL) learners. While traditional pedagogical methods often prioritize grammatical accuracy and vocabulary acquisition over oral fluency and prosodic features, this study posits that poetry provides a unique multimodal framework for developing proficient speakers. The study focuses on an experiment conducted with 9th-grade students at Basic School N78 in Yerevan, Armenia. Over a 12-week period, the experimental group engaged with poetry through recitation, jazz chants, and performance-based tasks, while the control group followed standard textbook communicative exercises. Quantitative and qualitative data, including pre- and post-test speaking assessments and learner questionnaires, were analyzed. The results indicate a statistically significant improvement in the experimental group’s pronunciation, intonation, and fluency compared to the control group. Furthermore, the integration of poetry was found to lower speaking anxiety and increase learner motivation. The article concludes that poetry is not merely an aesthetic addition to the curriculum but a vital tool for fostering oral proficiency.

Keywords : Poetry, EFL, Speaking Skills, Oral Proficiency, Prosody, Armenian Context, Pedagogy.

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