The Effect of Using Active Learning Strategies on Iraqi Third Year College Students' Achievement in the Course of Methods of Teaching EFL

Active Learning Strategies (ALS) can be used to engage students in individual or small group activities to ensure the participation of all. This study is an attempt to investigate the effect of using active learning strategies on third year college students' achievement in the course of methods of teaching EFL in comparison with the presentation-practice production (PPP) approach or the method. 
To fulfill the aim of the study, the researchers adopted two null hypotheses which indicates that there is no significant difference between students' achievement who practice by active learning strategies and that of students who do not practice it. There is no significant difference between the experimental group students’ achievement in the pre posttests in the methods of teaching EFL course. To achieve the aim of the study, an eight-week experiment was conducted using a pre-posttest non-equivalent groups design. Using the t-test for two independent samples, it is found that the calculated t-value is 4.808 which is greater than the tabulated value 2.000 at 0.05, which means a statistically significant difference in favour of the experimental group. This indicates that active learning strategies is more effective than the presentation practice production teaching (PPP) or the Lecture Method teaching as it leads to the rising of the awareness of the students towards their subject- matter. At the end of the research paper, conclusions, recommendations, and suggestions for further studies are put forward.