Résumé:
The present dissertation, a total of three chapters, is intended to highlight the role of Self-Access Centers; as a strategy used to motivate students perform orally better. Therefore, our study aims to investigate the relationship between Self-Access Centers and students’ oral speaking performance, and to explore the different characteristics of Self-Access Centers to show that Self-Access Centers can be a good pedagogical strategy to develop students’ general speaking proficiency. The research methodology adopted in this study is a descriptive one. In other words, it aims to describe two variables: Self-Access Centers as the independent variable and its role in improving learners’ oral proficiency as the dependent variable. The data collection procedure was based on two questionnaires delivered to both Master I LMD students and teachers at the English department, University 8 mai 1945 Guelma. The aim of these questionnaires was to collect information about the effect of Self-Access Centers on developing students’ speaking proficiency. The results obtained from the present research paper confirmed the hypothesis in that students need to be provided with an adequate strategy to develop the speaking skill. The more students have access to technological tools (SACS) the more their level of oral performance will develop. The analysis of the questionnaires showed that both students and teachers consider Self-Access Centers as an important pedagogical strategy in enhancing the EFL learners’ speaking proficiency. This study has certainly some limitations; however, its findings revealed interesting implications and recommendations. Thus, future research has to be done experimentally to test out the applicability of the findings to a larger population of subjects.
