The effect of semantic mapping and group discussion on Jordanian secondary stage students reading comprehension and verbal communication in English

العناوين الأخرى

أثر الخرائط الدلالية و النقاش الجماعي في الاستيعاب القرائي و التواصل اللفظي باللغة الإنجليزية لدى الطلبة الاردنيين في المرحلة الثانوية

مقدم أطروحة جامعية

al-Raqab, Khalid Ibrahim Muhammad

مشرف أطروحة جامعية

al-Kumi, Abd al-Salam Abd al-Khaliq

أعضاء اللجنة

Shair, Awatif Ali
al-Duwayk, Badr Said
al-Khawlidah, Ahmad Hamad

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

2009

الملخص الإنجليزي

This study aimed at investigating the effect of semantic mapping and group discussion on Jordanian secondary stage students` reading comprehension and verbal communication in English.

This study aimed at testing the following hypotheses: 1.

There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` achievement in reading comprehension between the semantic mapping group and group discussion group.

2.

There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` achievement in reading comprehension between the semantic mapping group and a combination of semantic mapping and group discussion group.

3.

There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` achievement reading comprehension between the group discussion group and a combination of semantic mapping and group discussion group.

4.

There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` verbal communication between the semantic mapping group and group discussion group.

5.

There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` verbal communication between the semantic mapping group and the combination of semantic mapping and group discussion group.

6.

There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` verbal communication between the group discussion group and the combination of semantic mapping and group discussion group.

The subjects of the study consisted of 78 eleventh grade students in Al Muqablain secondary school at Amman Third Directorate of Education in Jordan.

These students were purposefully selected and randomly assigned to three experimental groups.

To examine the hypotheses of the study, the researcher developed three reading programs based on three learning strategies.

The strategies were semantic mapping, group discussion, and the combination of semantic mapping and group discussion.

Each program consisted of nine lesson plans.

He also developed a test to measure students` achievement in reading comprehension and an observation checklist to measure the students’ verbal communication.

The period of the experiment lasted for one semester (approximately three months).

Students’ scores on the reading comprehension achievement test and their verbal communication were analyzed using the means, standard deviations and one- way ANCOVA.

The findings of the pretest revealed that there were no significant differences in reading comprehension achievement or verbal communication among the three experimental groups.

The posttest showed that there were statistically significant differences among the three groups in reading comprehension achievement and verbal communication (α=0.05) in favor of the group that used the combination of semantic mapping and group discussion.

In light of these findings, the researcher recommended that EFL teachers should use the combination of semantic mapping and group discussion in teaching reading and verbal communication.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

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

عدد الصفحات

205

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-434045