THE IMPACT OF EVIDENCE–BASED PRACTICE STRATEGIES (EBPS) IN INCREASING THE LINGUISTIC OUTPUT OF THE ENGLISH LANGUAGE LEARNERS

Evidence Based Practice Strategies (EBPS) are strategies which depend on learning outside the classroom. This type of practice involves the use of e-learning along with the frequency of using high-leverage strategies listed by foreign teachers. An optimal usage of advanced learning strategies serves as a fundamental need of students in improving their linguistic abilities. This research aims to investigate the impact of an evidence-based practice strategies in increasing the linguistic output of English language learners. The study followed an experimental approach. Sample of the study involves 60 ESL learners, studying at a local English language institute preparing to enroll in a university. The sample was divided into two groups i.e. 30 members in each group. First refers to the experimental group, where learning took place through expert recommended strategies such as; audios, CDs, websites, flashcards and language books. While, second refers to the control group which followed the contemporary approach. Achievement tests were conducted for both the groups, pre and post the intervention of strategic learning to measure the level of improvement among learners. Results of the study showed that there were statistically significant differences at the (α≤ 0.05) level between the two median achievements pre and post achievement test. As in pre-achievement test, participants of the control group scored with a mean value of (6.77), in comparison to the experimental group providing a mean score of (6.70). However, in post achievement test, mean result of control group was (14.93) in comparison to the experimental group which scored high with a mean value of (16.40). The findings indicated the validity of the new approaches provided to the experimental group, in contrast to the usual approach followed for the control group that increased their achievement score in post test results. This determines that the developed strategies were helpful in increasing the linguistic output of students. It is recommended that teachers should be trained to use the practice-based strategy. Data also highlights the importance of increasing the number of computer laboratories in schools and university settings—and encouraging the integration of mobile applications such as Duolingo and Voscreen (and other apps designed for learning outside the classroom) into teaching and learning.