The Impact of Limbic Synchrony Strategy on Developing EFL Speaking Skills in Libyan Primary Schools: A Quantitative Study

الملخص

The present study investigates the impact of Limbic Synchrophony as a teaching strategy on English as a Foreign Language (EFL) speaking instruction in Libyan elementary schools, where learners often experience limited exposure to English, high speaking anxiety, fear, and low communicative confidence. Focusing on Grade 4 classrooms, the study adopts a quantitative research design (i.e., a quasi-experimental pre-test/post-test design was employed) to examine whether emotionally attuned teaching practices contribute to improve learners’ speaking performance and reduced their anxiety compared to traditional instruction methods. By integrating insights from affective neuroscience and language pedagogy, this study aims to provide empirical evidence for the role of emotional synchronization in facilitating oral language development and improving EFL teaching practices within the Libyan educational context. The findings provide empirical evidence that emotional teacher-learners connectedness represents crucial issue that facilitate EFL speaking acquisition and progress.