The effect of the reciprocal technique and the technique described in the teacher's guide on the Jordanian secondary students' writing skills in english
Other Title(s)
أثر اسلوبي التعليم التبادلي و التعليم الموصوف في كتاب دليل المعلم في مهارات كتابة طلبة المرحلة الثانوية الأردنيين في اللغة الإنجليزية
Dissertant
Thesis advisor
Comitee Members
al-Makhzumi, Khalaf Falah
al-Abd al-Haqq, Fawwaz
Abu Zaynah, Farid Kamil
University
Amman Arab University
Faculty
Faculty of Educational Sciences and psychological
Department
Department of Curriculum and Instruction
University Country
Jordan
Degree
Ph.D.
Degree Date
2006
English Abstract
The purpose of this study was to investigate the effect of the reciprocal teaching technique and the technique described in the Teacher’s Guide on the Jordanian secondary stage students' in English writing skills in the governorate of Jerash. The Subject of the study consisted of seventy eight male students in the first secondary class.
The students were purposefully chosen from Al-Qabsi Secondary School for males in the academic year 2005/2006.
The experimental and control groups were assigned into three groups. This study attempted at answering the main following question and the four sub skills: 1.
Are there any significant differences in the students' mean scores of the two experimental groups and the control group on the total score of the English writing achievement post-test due to the teaching technique? The researcher prepared a program based on the reciprocal teaching technique for one of the experimental groups and used the technique described in the Teachers’ Guide for the second experimental group, while the control group was taught according to its own teachers’ technique.
At the end of the experiment, the post-test was administered for the three groups. Before carrying out the experiment, a pre-test of writing achievement composition was administered to the three groups in order to measure students' actual level of writing composition by calculating mean scores and standard deviations of the three groups. ANCOVA and MANCOVA (Multivariate Analysis of Covariance) were used to examine the significance of the treatment on the dependant variable.
ANCOVA indicated that there were statistically significant differences in the total score of the writing achievement post-test mean scores among the three groups in favor of the two experimental groups. Post-hoc pair wise comparisons using LSD method was used and showed that there were significant differences in the total score of the writing achievement post-test mean scores between the two experimental groups in favor of the reciprocal teaching technique group. MANCOVA was used and showed that there were statistically significant differences among the three groups in the sub skills of the writing achievement post-test (ideas, organization, vocabulary and grammar) in favor of the two experimental groups.
Post-hoc pair wise comparisons using LSD method was used to find whether those differences were significant.
The results showed that there were statistically significant differences between the two experimental groups in some sub skills of the writing achievement post-test (ideas, vocabulary and grammar) in favor of the reciprocal teaching technique group. Results revealed that the writing achievement of the students of the experimental groups significantly improved.
The researcher recommended that the reciprocal technique and the technique described by the Ministry of Education could be used in teaching EFL writing.
Applying the writing program through reciprocal technique provided opportunities to design texts and help students develop writing step by step.
The researcher proposed suggestions for further research.
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
No. of Pages
191
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of related literature.
Chapter Three : Methods and procedures.
Chapter Four : Results of the study.
Chapter Five : Discussion, conclusions and recommendations.
References.
American Psychological Association (APA)
al-Zubi, Ahmad Fayiz Mutlaq. (2006). The effect of the reciprocal technique and the technique described in the teacher's guide on the Jordanian secondary students' writing skills in english. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-433569
Modern Language Association (MLA)
al-Zubi, Ahmad Fayiz Mutlaq. The effect of the reciprocal technique and the technique described in the teacher's guide on the Jordanian secondary students' writing skills in english. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University. (2006).
https://search.emarefa.net/detail/BIM-433569
American Medical Association (AMA)
al-Zubi, Ahmad Fayiz Mutlaq. (2006). The effect of the reciprocal technique and the technique described in the teacher's guide on the Jordanian secondary students' writing skills in english. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-433569
Language
English
Data Type
Arab Theses
Record ID
BIM-433569
