The effect of the concept-based instruction model on motivating EFL learners towards learning English

Other Title(s)

أثر التدريس القائم على المفاهيم في تصميم المناهج و التدريس في إثارة دافعية طلاب الصف العاشر الأساسي نحو تعلم اللغة الإنجليزية

Dissertant

al-Tall, Nada Khulayf

Thesis advisor

al-Qatawneh, Khalil

Comitee Members

al-Sharah, Nayil Darwish
al-Jadri, Adnan Husayn

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Master

Degree Date

2012

English Abstract

The purpose of this study was to investigate the effect of the Concept –Based- curriculum and Instruction Model (CBI) on promoting the motivation of the Jordanian tenth graders in learning English as a foreign language.

This study attempted to answer the question whether the CBI model may have significant effect on the motivation of the Jordanian tenth graders in learning English as a foreign language.

The participants of the study consisted of 56 female 10th grade students enrolled in Khelda School for Girls during the first semester of the scholastic year 2011-2012.

The school was purposefully selected based on convenience grounds.

The participants were assigned into two groups: Group A, 30 students, acted as an experimental group and was taught by the Concept-Based Instruction model.

Group B, 26 students, acted as a control group and was taught by the traditional method of teaching.

The study employed a 34-item motivation measure, the Course Interest Survey (CIS) of Keller (1999).

It was translated into Arabic and adjusted to suit 10th graders.

The CIS was content validated and piloted as appropriate.

Its reliability was 0.87.

The CIS was administered to the participants before and after the 8 weeks treatment.

This questionnaire included four domains: attention, relevance, confidence, and satisfaction.

It was a 5-likert type rating scale including 9 reversed items.

Descriptive statistics, t-test, and Analysis of Covariance (ANCOVA) procedures were used to detect the significance of differences between the two groups of the study at the level of alpha = 0.05.

The results of the study showed that there was statistically significant difference on the motivation measure at the level of alpha = 0.05 between the mean scores of the two groups on the three domains of the (CIS) questionnaire in favor of the experimental group that could be attributed to the model of teaching (CBI).

However, the fourth domain, satisfaction, was statistically non significant.

The study concluded with recommendations for further research on the Concept-Based Instruction (CBI).

It recommended also that extensive workshops and training for teachers on the Concept-Based Instruction (CBI) model be replicated in their teaching process.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

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

No. of Pages

52

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-522828