The Impact of Using Some Web 2.0 Application on Enhancing the Secondary Stage Students EFL Argumentative Writing and Critical Reading Skills
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة طنطا - كلية التربية |
| المؤلف الرئيسي: | Al-Arab, Marwa Hamdy Ezz (Author) |
| المجلد/العدد: | مج74, ع2 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2019
|
| الشهر: | أبريل |
| الصفحات: | 30 - 59 |
| ISSN: |
1110-1237 |
| رقم MD: | 1119112 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
65
| المستخلص: |
As Web 2.0 applications have been of great importance and usage nowadays, and it has been mostly used by teenagers, the study has made use of two of the most popular and usable web 2.0 applications; Facebook and Webquest. In the same constancy, the argumentative writing is of great importance and teachers face many difficulties in teaching it. It is a type of writing that helps in building a personality that adopts a certain view and tries to convince the readers by but also respects the others’ visions. So, the present study aimed at investigating the effectiveness of using web 2.0 applications (Facebook and Webquest) on enhancing the EFL argumentative writing and critical reading skills for the students of secondary school students. Subjects were two intact classes of second year secondary students who were assigned at random to an experimental and control group. Both groups were taught by the same instructor, the researcher, for a school term. Both groups studied the same writing lessons of the student book. For one semester period, students of the experimental group studied by using web2.0 program which included one webquest for each writing lesson which ended by writing a paragraph on the facebook group. The argumentative writing lessons were chosen after examining the writing lessons of the second semester of the student book. Students' progress was compared with the progress of students in the control group who studied the same writing lessons but in the traditional way of teaching. Results analyzed by t-test showed that web 2.0 applications improved students' argumentative writing and critical reading skills. |
|---|---|
| ISSN: |
1110-1237 |
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