The efficiency of feedback strategy for homework on the development of 10th grade of EFL writing skill in al-Karak educational directorate

العناوين الأخرى

فعالية استخدام استراتيجية التغذية الراجعة للوظائف البيتية على تطور مهارة الكتابة لدى طلبة الصف العاشر في اللغة الإنجليزية في مديرية تربية محافظة الكرك

مقدم أطروحة جامعية

al-Shurafa, Arij Jamil

مشرف أطروحة جامعية

al-Khatayibah, Majid Muhammad

أعضاء اللجنة

al-Ghazw, Manal Muhammad Hamdan
al-Batayinah, Ahmad Heil A.
al-Zubi, Ali Muhammad

الجامعة

جامعة مؤتة

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2011

الملخص الإنجليزي

This study aimed to investigate the efficiency of feedback strategy for homework on the development of EFL 10th grade students of writing skill in Al-Karak Directorate of Education during the second semester 2010 / 2011.

The study attempted to answer the following two research questions : First, Is there any statistical significant difference at (?? ? 0.05) in 10thgrade students’ writing skill due to the teaching method (homework feedback strategy and the conventional method) in English language? Second, Is there any statistical significant difference at (?? 0.05) on 10thgrade students in writing skill that is attributed to gender? The sample of the study consisted of (102) male and female 10th graders’ (63 female students and 39 male students) who were intentionally selected from Alkarak secondary school for boys and Alkarak secondary school for girls.

The sample of the study was assigned into two groups : the experimental group (48 male and female students’) which was taught using the feedback strategy and the control group (54 male and female students) which was taught using the conventional methods. The researcher constructed an achievement pre / post-test where reliability and validity of the tests were ensured.

The results of the study indicated that there were significant statistical differences between the control and the experimental groups at (?? 0.05) n 10th graders achievement scores on writing skill on the post-test in favor of the experimental group and no significant statistical differences revealed that were attributed to gender.

According to the findings of the study, the researcher recommended; providing teachers’ with programs and workshops in order to train them on using new strategies within the classroom and to conduct more studies on other samples and other language skills.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• الكتابة
• الأردن
• الكرك
• اللغة الإنجليزية

عدد الصفحات

44

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-303800