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Utilizing a Brain- Based Learning Strategy to Develop Secondary Stage Students’ EFL Critical Writing and Self-Regulation

المصدر: مجلة القراءة والمعرفة
الناشر: جامعة عين شمس - كلية التربية - الجمعية المصرية للقراءة والمعرفة
المؤلف الرئيسي: Mohammed, Mohammed Rasmy (Author)
مؤلفين آخرين: Mohammed, Hussein El Ghamry (Co-Author) , Harb, Ahmed Abdel Salam (Co-Author)
المجلد/العدد: ع276
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2024
الشهر: أكتوبر
الصفحات: 43 - 58
ISSN: 2535-2113
رقم MD: 1509238
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
كلمات المؤلف المفتاحية:
Brain- based Learning Strategy | Critical Writing Skills | Self- Regulation
رابط المحتوى:
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المستخلص: The present study aimed at investigating the effect of a brain- based learning strategy on developing some first grade secondary stage students' EFL critical writing skills and self-regulation. The study adopted the quasi-experimental design. Participants of the study were (sixty) first year, secondary institute students from Sharqiat Mubasher secondary institute for girls, Al Ibrahemia, Al Sharqia Governorate, Egypt. They were divided into a control group (n=30) and an experimental (n=30).The experimental group was taught the prescribed EFL student book (New Hello! English for secondary schools year 1) through the brain- based learning strategy, whereas, the control group was taught the same book using regular instruction. To achieve the aim of the study, the researcher designed a questionnaire for determining the target critical writing skills and a scale for determining the most important self- regulation dimensions. Based on these critical writing skills and self- regulation dimensions, a pre-post critical writing test and a scale were designed. Then, the data were treated statistically. The findings of the study revealed that the brain- based learning strategy had a positive effect on developing first year secondary institute students' EFL critical writing skills and self- regulation.

ISSN: 2535-2113