The effect of semantic mapping and group discussion on Jordanian secondary stage students reading comprehension and verbal communication in English
Other Title(s)
أثر الخرائط الدلالية و النقاش الجماعي في الاستيعاب القرائي و التواصل اللفظي باللغة الإنجليزية لدى الطلبة الاردنيين في المرحلة الثانوية
Dissertant
al-Raqab, Khalid Ibrahim Muhammad
Thesis advisor
al-Kumi, Abd al-Salam Abd al-Khaliq
Comitee Members
Shair, Awatif Ali
al-Duwayk, Badr Said
al-Khawlidah, Ahmad Hamad
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
2009
English Abstract
This study aimed at investigating the effect of semantic mapping and group discussion on Jordanian secondary stage students` reading comprehension and verbal communication in English.
This study aimed at testing the following hypotheses: 1.
There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` achievement in reading comprehension between the semantic mapping group and group discussion group.
2.
There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` achievement in reading comprehension between the semantic mapping group and a combination of semantic mapping and group discussion group.
3.
There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` achievement reading comprehension between the group discussion group and a combination of semantic mapping and group discussion group.
4.
There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` verbal communication between the semantic mapping group and group discussion group.
5.
There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` verbal communication between the semantic mapping group and the combination of semantic mapping and group discussion group.
6.
There is no statistically significant difference (α = 0.05) in the Jordanian secondary stage students` verbal communication between the group discussion group and the combination of semantic mapping and group discussion group.
The subjects of the study consisted of 78 eleventh grade students in Al Muqablain secondary school at Amman Third Directorate of Education in Jordan.
These students were purposefully selected and randomly assigned to three experimental groups.
To examine the hypotheses of the study, the researcher developed three reading programs based on three learning strategies.
The strategies were semantic mapping, group discussion, and the combination of semantic mapping and group discussion.
Each program consisted of nine lesson plans.
He also developed a test to measure students` achievement in reading comprehension and an observation checklist to measure the students’ verbal communication.
The period of the experiment lasted for one semester (approximately three months).
Students’ scores on the reading comprehension achievement test and their verbal communication were analyzed using the means, standard deviations and one- way ANCOVA.
The findings of the pretest revealed that there were no significant differences in reading comprehension achievement or verbal communication among the three experimental groups.
The posttest showed that there were statistically significant differences among the three groups in reading comprehension achievement and verbal communication (α=0.05) in favor of the group that used the combination of semantic mapping and group discussion.
In light of these findings, the researcher recommended that EFL teachers should use the combination of semantic mapping and group discussion in teaching reading and verbal communication.
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
No. of Pages
205
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of related literature.
Chapter Three : Method and procedures.
Chapter Four : Findings of the study.
Chapter Five : Discussion, conclusions and recommendations.
References.
American Psychological Association (APA)
al-Raqab, Khalid Ibrahim Muhammad. (2009). The effect of semantic mapping and group discussion on Jordanian secondary stage students reading comprehension and verbal communication in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-434045
Modern Language Association (MLA)
al-Raqab, Khalid Ibrahim Muhammad. The effect of semantic mapping and group discussion on Jordanian secondary stage students reading comprehension and verbal communication in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University. (2009).
https://search.emarefa.net/detail/BIM-434045
American Medical Association (AMA)
al-Raqab, Khalid Ibrahim Muhammad. (2009). The effect of semantic mapping and group discussion on Jordanian secondary stage students reading comprehension and verbal communication in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-434045
Language
English
Data Type
Arab Theses
Record ID
BIM-434045
