Using Online Task-Based Learning to Improve EFL Listening Skills of Secondary Stage Students in Nigeria
| المصدر: | مجلة كلية التربية بالمنصورة |
|---|---|
| الناشر: | جامعة المنصورة - كلية التربية |
| المؤلف الرئيسي: | Mustapha, Muhammad Ali (Author) |
| مؤلفين آخرين: | Gohar, Rehab Hamadtuh (Advisor) , Qoura, Aly Abdelsamea (Advisor) |
| المجلد/العدد: | ع121, ج4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2023
|
| الشهر: | يونيو |
| الصفحات: | 72 - 86 |
| ISSN: |
1110-9777 |
| رقم MD: | 1503791 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Online Task-Based Learning | EFL Listening Skills | Task-Based Listening | Nigeria
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
This study aimed to examine the effectiveness of using online task-based learning to improve EFL listening skills of secondary school students in Nigeria. The study used a quasi-experimental design to examine the effect of the online task-based learning on students EFL listening skills. The participants were fifty (50) Nigerian students selected randomly to participate in the study. Intact classes of twenty-five (25) students were used for the experimental and control groups. A self-developed instrument entitled "EFL Listening Skills Test" was administered to determine the baseline and endline performance of the two groups in the pre-post administration of the treatment. The data were analysed using an independent sample t-test. The findings revealed that using online task-based learning has improved students EFL listening skills. It was recommended that the government should ensure adequate provision of teaching and learning facilities such as ICT-integrated classrooms, learner-friendly spaces, premium subscriptions to LMS suites, and adequate provision of networks and internet in schools to foster smooth interactions between the teachers and the students. Teachers’ capacity should be adequately built on the effect utilization of the online resources, and their capacity on task-based learning should be improved. |
|---|---|
| ISSN: |
1110-9777 |
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