The impact of using ESA strategy on tenth graders' English grammar learning and their attitudes towards English

العناوين الأخرى

أثر استخدام استراتيجية ESA على تعلم طلبة الصف العاشر لقواعد اللغة الإنجليزية و اتجاهاتهم نحوها

مقدم أطروحة جامعية

Mukhaymar, Suhad Walid Abd al-Rahman

مشرف أطروحة جامعية

Qishtah, Awad Sulayman

أعضاء اللجنة

Abu Shawish, Jabir Ibrahim
Affanah, Izzu Ismail

الجامعة

الجامعة الإسلامية

الكلية

كلية التربية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

فلسطين (قطاع غزة)

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2016

الملخص الإنجليزي

The study aims to identify the impact of using ESA strategy on tenth graders' English grammar learning and their attitudes towards English.

To achieve the study goals, the researcher used the experimental approach, where the study tools were grammar achievement test, and attitude scale towards English.

The researcher used a purposive sample from (Abedel_Qader El- Hussiny), where the researcher works as a teacher of English.

The sample of the study consisted of (64) female students.

The researcher chose two intact classes of three ones which she was teaching: one class was as an experimental group consisting of (34) students, the second one was as a control group consisting of (30) students, and the third class (28) students the researcher exuded them from the experiment.

The study shows the following results: There are a statistical significant differences at (α = 0.01) in the total mean score at English grammar achievement test between the students who learn through using ESA strategy (experimental group) and those who learn through the traditional method (control group) in the post test.

And these differences in favor to experimental group.

There were a statistical significant differences at (α = 0.01) in the total mean score in the grammar achievement between the low achievers in the experimental group and their counterparts in the control one in the post test.

And these differences and favor of low achievers in experimental group.

There were a statistical significant differences at (α = 0.01) in the total mean score in the grammar achievement between the high achievers in the experimental group and their counterparts in the control one in the post test.

And these differences in favor to low achievers in experimental group.

There are a statistical significant differences at (α ≤ 0.05) in the total mean score at attitudes towards English scale between the students who learn through using ESA strategy (experimental group) and those who learn through the traditional method (control group) in the post test.

And these differences in favor to experimental group.

Using ESA strategy interested on high effect on tenth graders' English grammar learning and their attitudes towards English.

In the light of the study results the researcher recommends the followings: Curriculum designers and decision makers are recommended to develop and enrich the Teacher's Guide with approaches and techniques that increase and enhance teaching and learning grammar such as ESA strategy.

Supervisors are recommended to provide teachers with instructional materials which improve awareness of ESA strategy and the importance and necessity of using this model in teaching English.

English language teachers are recommended to keep in touch with the latest trends in the field of TEFL and benefit from the findings of the educational research.

التخصصات الرئيسية

العلوم التربوية

عدد الصفحات

120

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-733540