Hoceini, FatimaNemouchi, Abdelhak2018-06-282018-06-282016http://hdl.handle.net/123456789/3696The dissertation at hand investigates the effect of using "puzzle words" games as a teaching strategy to minimize anxiety and raise engagement in oral performance. It also aims to examine the relationship between anxiety and its effect on oral performance. Therefore, in order to achieve the targeted aims, First Year LMD students of english at Larbi Ben M'Hidi university were the population under scrutiny. First, a questionnaire was administrated to the sample which is constituted of 50 students in order to determine their attitudes about the effect of anxiety on oral performance. In the other hand, it focuses on gathering general information about their reaction and views toward the speaking skill and games in classroom. A quasi-experiment was conducted on the aforementioned sample where two already made groups consisting of 25 students each were chosen, one experimental and the control group. The two groups received the same pre-test in a form of oral session in order to measure their level in participation and fluency. Then, the experimental group was exposed to a puzzle words game in a remedial session; whereas, the control group was taught traditionally. Finally, a post-test was undertaken by both groups; it followed the same procedure as the pre-test. Third, another questionnaire was distributed to the experimental group that was exposed to puzzle words games. It aimed to unveil the students' stance about the effect of games on reducing anxiety. The results collected from the means in this study were in favour of the research hypothesis stated previously: "the use of puzzle words games as a teaching strategy has a positive effect on reducing students' oral anxiety and raising their engagement in oral performance".enTeaching : technique : puzzle gameOther