Effects of Different Conversational Techniques on Obviating Conversational Problems of Intermediate Iranian EFL Learners

This study explored the impact of three conversational techniques—role play, interview, and small group discussion—on addressing conversational challenges among Iranian intermediate EFL learners. It also examined learners' attitudes toward these techniques. The sample included 45 male and female EFL learners divided into three intact classes, each forming an experimental group: Role Play Group (RG), Interview Group (IG), and Small Group Discussion Group (SG), with 15 learners in each. After administering the Oxford Placement Test (OPT) to ensure a homogeneous proficiency level, participants completed a pretest to assess their initial speaking performance. Over two months, the groups received instruction in speaking skills using their assigned conversational techniques during three 55-minute weekly sessions. RG practiced role play through assigned roles and class performances, IG conducted interviews in small groups with rotating roles, and SG engaged in topic-based small group discussions. A post-test, designed at the same proficiency level as the pretest, was used to evaluate improvements in speaking performance. The results indicated that RG participants significantly outperformed their peers, with IG achieving better outcomes than SG. To assess learners’ perceptions, a questionnaire with Likert-scale items was administered. Findings revealed positive attitudes toward role play and interviews among RG and IG participants, while SG participants expressed negative attitudes toward small group discussions.