أثر برنامج تدريسي قائم على النظرية التفاعلية الاجتماعية في التحدث في اللغة العربية لدى طالبات الصف التاسع الأساسي في الأردن

Abstract EN

This study aimed at exploring the impact of an instructional program based on social interactive theory on speaking skills among ninth grade female students in Jordan.

The participants of the study consisted of (67) female students from jirina high school for Girls under the Directorate of Madaba District.This school was purposely selected, where sections of grade nine were distributed randomly into two groups: an experimental group (33) and a control group (34).

To achieve the goals of the study, the researchers developed an instructional program based on the social interactive theory and speaking test.

The speaking test was applied regarding the two groups, before and after the implementation of instruction.

The experimental group underwent six weeks of instruction using the developed instructional program, while the control group was exposed to the currently running instructional program for these six weeks.

Results showed statistically significant differences at (α= 0.50) among the two groups that can be attributed to the impact of the instructional program at all speaking skills in favor of the experimental group