The impact of concept sort strategy on EFL pupils' interaction

Abstract EN

Learning strategies provide pupils opportunity to explore their knowledge, organize, compare and contrast information to develop their skills.

Many teachers want their pupils to be activate in classroom.

Concept sort strategy helps pupils learn and understand their vocabulary words.

Therefore, concept sort strategy is implemented to enhance and support pupils' interaction.

The current study aims at investigating the impact of concept sort strategy on Iraqi EFL preparatory pupils' interaction and development of pupils' interaction by using new concepts through lesson.

The study hypothesizes that there is no statistically significant difference between the mean scores of the experimental group which is taught by concept sort strategy and the control group which is taught by traditional strategy in post –test.

The pupils have been taught during the academic year 2020-2021.

A sample consists of (60) pupils are selected from two schools Al-Rahma Preparatory school and Al-Door Secondary school for girls.

Each section consists of (30) pupils.

The results explain that there is a statistically significant difference in the mean scores of the experimental group who is taught according to Concept Sort strategy and the control group who is taught by using the traditional method.

Moreover, there is a statistically significant difference between the mean scores of the experimental group in pre -post tests.