Enhancing EFL Grammatical Competence among Secondary Stage Students Using Gamification-Based Strategy
| المصدر: | مجلة القراءة والمعرفة |
|---|---|
| الناشر: | جامعة عين شمس - كلية التربية - الجمعية المصرية للقراءة والمعرفة |
| المؤلف الرئيسي: | Allam, Amira Khalifa (Author) |
| مؤلفين آخرين: | Abdel-Haq, Eman Mohammed (Advisor) , El-Sayed, Hanaa E. (Advisor) |
| المجلد/العدد: | ع244 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2022
|
| الشهر: | فبراير |
| الصفحات: | 1 - 24 |
| رقم MD: | 1270298 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
EFL Grammatical Competence | Gamification-Based Strategy
|
| رابط المحتوى: |
عدد مرات التحميل
23
| المستخلص: |
The research aimed at enhancing EFL grammatical competence among first year secondary school students through using gamification- based strategy. It adopted the quasi-experimental design. The participants of the study were 60 first year secondary stage students enrolled in Sidi Salem Secondary School for Girls, Kafr El-Sheikh Governorate. The participants were divided into two groups, one control group (taught using the traditional method) and another experimental group (taught using gamification-based strategy). The two groups received pre- and post- administration of the study instruments. To fulfill the purpose of the study, the following instruments were designed and used by the researcher: An EFL Grammatical competence checklist required for first year secondary school students; A pre/ post grammatical competence test to measure students' grammatical competence. The experimental treatment was conducted during the first semester in the academic year 2020/2021. Results revealed that gamification- based strategy was effective in developing EFL secondary stage students’ grammatical competence. This can be assured by these points: (a)The experimental group students outperformed the control group students in the post administration of the grammatical competence test, (b)The experimental group students’ mean score in the post -administration of the grammatical competence test were much better than their mean score in the pre- administration. |
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