Analyzing the content of Jordan Opportunities series for the basic stage Jordanian Students and investigating teachers' and supervisors' opinions

Other Title(s)

تحليل محتوى سلسلة فرص أردنية Jordan Opportunities لطلاب المرحلة الأساسية في الأردن و تقصي آراء المعلمين و الموجهين

Dissertant

Ababinah, Jamal Muhammad Said

Thesis advisor

al-Smadi, Uqlah Mahmud

Comitee Members

al-Abd al-Haqq, Fawwaz
al-Jadri, Adnan Husayn
al-Abbas, Sulayman Awwad

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

2007

English Abstract

The purpose of this study was to investigate the effect of the text structure instruction method on the English reading comprehension and writing performance of university students in Jordan.

Ninety-three university students participated in the study that lasted for one full semester.

Each student enrolled in one of two intact classes of English Language 101 course.

One of the classes was assigned to an experimental group of forty-seven subjects, who were taught using the text structure instruction method, while the other class was assigned to a control group of forty-six subjects, who were taught using the traditional method.

The study aimed at answering the following questions: 1- What is the effect of the text structure instruction method on Jordanian university EFL students’ reading comprehension? 2- What is the effect of the text structure instruction method on Jordanian university EFL students’ writing performance? For the purposes of this study, the researcher developed an instructional programme through which reading was taught in integration with writing.

The programme included texts of two text structure types, the narrative and the expository.

In order to collect data for the study, she developed two pre- post tests, the first of which was conducted to measure students’ reading comprehension, while the second was to measure their writing performance.

Both tests were administered twice to both groups of the study, once at the beginning of the semester, and the second time was at the end of the same semester, after the experiment.

Validity and reliability of both tests were verified.

Students’ responses to the pre- post tests were analyzed using adjusted means, standard errors and ANCOVA.

Findings of the study revealed that the students in the experimental group outperformed those in the control group on both tests.

There were statistically significant differences between students’ adjusted mean scores in the experimental and control groups on the reading comprehension test (F=21.014, p‹00.05) and the writing performance test (F=16.188, p‹00.05).

The study results indicated that the text structure instruction method was more effective in teaching both reading and writing to Jordanian EFL university students than the traditional method.

In light of the findings of this study, recommendations and suggestions for further research were offered.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Second language learning
• Jordan
• Irbid
• English language

No. of Pages

165

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-434026