The effect of cooperative learning on Palestinian English as a foreign language freshmen’s reading comprehension and their anxiety toward EFL learning

العناوين الأخرى

أثر التعلم التعاوني في الاستيعاب القرائي في اللغة الإنجليزية و في القلق المصاحب لتعلم هذه اللغة لدى طلبة السنة الجامعية الأولى في فلسطين

مقدم أطروحة جامعية

Abu Khatir, Fatimah Husayn Said

مشرف أطروحة جامعية

Shair, Awatif Ali
Mubayyidin, Husam al-Din Z.

أعضاء اللجنة

al-Makhzumi, Khalaf Falah
al-Jadri, Adnan Husayn
al-Sharah, Nail D.

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

2006

الملخص الإنجليزي

This study aimed at investigating the effect of cooperative learning strategies on Palestinian EFL freshmen’s reading comprehension and their anxiety toward EFL learning.

The population of the study consisted of 600 Palestinian freshman EFL learners distributed into 12 assigned sections at Al-Quds University in the second academic semester 2005-2006.

The participants of the study consisted of two assigned sections of those freshman EFL learners at Al-Quds University as experimental and control groups which were chosen purposively from the population.

Two instruments were used in this study, namely, the reading comprehension achievement test, and the foreign language classroom anxiety scale (FLCAS).

Before carrying out the experiment, a pre-test for both the reading comprehension and the foreign language classroom anxiety scale (FLCAS) were administered to the students in order to measure their actual level of reading comprehension and foreign language anxiety by counting mean scores and standard deviations of the two groups.

Afterwards, the experimental group was taught according to two cooperative learning strategies, namely, (Jigsaw & Learning Together Strategies), while the control group was taught by the traditional method.

By the end of the experiment, the researcher administered the reading comprehension test and the foreign language classroom anxiety scale post-tests to both groups.

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 reading comprehension in the post-test between the two groups in favor of the experimental group which was taught by cooperative learning strategies.

2.

There were significant differences in students’ adjusted mean scores on the three levels of reading comprehension, namely, literal, inferential and critical in the reading comprehension post-test between the two groups in favor of the experimental group which was taught by cooperative learning strategies.

3.

There were significant differences in students’ adjusted mean scores on the foreign language classroom anxiety scale (FLCAS) in the FLCAS post-test between the two groups in favor of the experimental group which was taught by cooperative learning strategies.

Based on the results of the present study, it was recommended to encourage teachers to adopt cooperative learning strategies while teaching for the effectiveness of those strategies in improving students’ academic achievement and alleviating students' foreign language anxiety.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعليم العالي
• التعلم
• تعلم اللغة الثانية
• فلسطين
• اللغة الإنجليزية

عدد الصفحات

168

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-436689