The effect of a proposed conference-based programme on developing writing and critical thinking skills of upper basic stage EFL students in Jordan

العناوين الأخرى

أثر برنامج مقترح قائم على المداولة في تطوير مهارات الكتابة و التفكير الناقد باللغة الانجليزية لدى طالبات المرحلة الأساسية العليا في الاردن

مقدم أطروحة جامعية

al-Hasan, Salma Dhib Muhammad

مشرف أطروحة جامعية

Shair, Awatif Ali

أعضاء اللجنة

al-Makhzumi, Khalaf Falah
Abu Zaynah, Farid Kamil
al-Smadi, Uqlah Mahmud

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 exploring the effect of a proposed conference –based programme on developing writing and critical thinking skills of upper basic stage EFL students in Jordan.

This study attempted to answer the following questions: 1.

What is the effect of the proposed conference-based programme on developing the tenth grade students' writing skill and the following sub- skills: vocabulary, grammar, mechanics, style and organization? 2.

What is the effect of the proposed conference- based programme on developing the tenth grade students' critical thinking skills? The study utilized the quasi experimental design.

Subjects of the study were seventy- two female students equally divided into control and experimental groups.

They were purposefully chosen from the tenth grade students at Isra’a Basic School for girls, Amman Second Directorate of Education in the second semester of the academic year 2004/2005.

The experimental and control groups were randomly assigned.

The two groups of the study were found equivalent upon analyzing the data on the pre- achievement test using the t-test.

The treatment group were instructed using the writing conference strategy, whereas, students of the control group were tutored in the traditional, conventional approach simultaneously.

The cooperating teacher was trained to apply the devised strategy which is the writing conference to the subjects of the experimental group.

The researcher constructed a questionnaire, a writing achievement test which consisted of two sections, the first section of which tested the knowledge of the writing sub-skills and its reliability was (0.83) whereas the second one tested the writing skill and its reliability reached (0.97), and an instructional programme employing the conference strategy.

The programme was based on the PETRA 6 and units 16, 17, 18, 19, 20 and 21 in particular.

It contained four topics which were covered in eight weeks using the conference writing strategy.

The instruments were all given to a group of experts for validation who also validated the writing rubric.

To measure the students’ critical thinking, the California Critical Thinking Skills Test 2000 was implemented.

The test was translated and adapted by the researcher.

The jury also validated the test.

Eventually, the t-test was used to analyze the attained data and compare the achievement of the two groups.

The results revealed that the writing achievement of the students in the experimental group significantly improved as well as the sub-skills needed for good writing.

The critical thinking skills of the same group were also enhanced.

The researcher recommended that writing receive due attention and that the conference strategy be used in teaching writing in EFL.

The study also proposed a number of recommendations and suggestions for future research.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

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

عدد الصفحات

253

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-436923