Designing a task-based program and measuring its effect on oral and written communicative skills among Jordanian EFL secondary students

العناوين الأخرى

تصميم برنامج قائم على المهمات و قياس أثره في مهارات التواصل الشفوية و الكتابية لدى الطلبة الأردنيين الدارسين للغة الإنجليزية لغة أجنبية في المرحلة الثانوية

مقدم أطروحة جامعية

al-Nashash, Ali Ayyub Husayn

مشرف أطروحة جامعية

al-Makhzumi, Khalaf Falah
al-Kumi, Abd al-Salam Abd al-Khaliq

أعضاء اللجنة

Shair, Awatif Ali
Bahri, Muna

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2007

الملخص الإنجليزي

This study aimed at investigating the effect of using a designed task- based language teaching program on the development of first secondary grade female students' oral and written skills, at the secondary schools of Amman First Directorate of Education in the second semester of the academic year 2005/2006.

The population of the study consisted of (1095) first secondary female students distributed to (35) sections at the secondary schools for girls that referred to the above mentioned directorate of education.

The participants of the study consisted of (60) students equally distributed between two sections of the assigned grade for this study.

Those two sections represented the experimental and the control groups of the study.

The study attempted to answer the following questions: 1.

Is there a difference in the mean scores of Jordanian EFL secondary stage female students' total oral communicative skills between the experimental and the control group that can be ascribed to the (TBP)? 2.

Is there a difference in the mean scores of Jordanian EFL secondary stage female students' total written communicative skills between the experimental and the control group that can be ascribed to the (TBP)? A task-based program of four units was designed by the researcher to teach the experimental group through it.

The program consisted of (24) lessons and covered two months time.

It also covered the tasks (topics) of the units 12, 13, 14 and 15.

This program was based on the principles and procedures of the Task-Based Approach (TBA).

The program validity was ensured by consulting a jury of teachers, inspectors and professors on the secondary and university level.

The instruments of the study were as follows: 1.

Speaking skills pre and post test to measure the effect of the program on developing speaking communicative skills.

The test covered the aspects of pronunciation, grammar, fluency, vocabulary, and comprehension.

This test consisted of two phases, one was for free oral production and the other was for controlled production.

The test duration was four minutes for every student.

The test reliability was guaranteed through administrating a test-retest on a pilot group.

The validity was ensured through consulting the same jury who judged the task- based program.

2.

Writing skills pre and post test to measure the effect of the program on developing writing communicative skills.

This test consisted of fifty items covering the dimensions of vocabulary, grammar, spelling and punctuation.

The test reliability was guaranteed through administrating a test-retest on a pilot group.

The validity was ensured through consulting the same jury who judged both the instructional program and the oral speaking test.

ANCOVA was used to examine the significance of the treatment on the dependent variables.

Results showed that: 1- There were significant differences in students' adjusted mean scores on the overall speaking skills in the post-test between the two groups in favor of the experimental group which was taught by the task-based program.

2- There were significant differences in students' adjusted mean scores on the overall writing skills in the post-test between the two groups in favor of the experimental group which was taught by the task-based program.

Based on the results of the present study, it was recommended to: 1: Encourage teachers to adopt the task-based approach's principles and procedures in their EFL classes.

2: Encourage curriculum designers to adopt this current approach when designing future curricula textbooks.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• تعلم اللغة الثانية
• الكتابة
• الأردن
• اللغة الإنجليزية

عدد الصفحات

140

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-433634