A Suggested Program for Developing EFL Reading and Writing Skills Among Secondary School Students in Light of The Constructivist Learning Approach
| المصدر: | دراسات في المناهج وطرق التدريس |
|---|---|
| الناشر: | جامعة عين شمس - كلية التربية - الجمعية المصرية للمناهج وطرق التدريس |
| المؤلف الرئيسي: | Mansour, Gamal Ahmed Ibrahim (Author) |
| مؤلفين آخرين: | Ali, Magdy Mahdy (Co-Author) , El-Naggar, Zeinab Ali (Co-Author) |
| المجلد/العدد: | ع194 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2013
|
| الشهر: | مايو |
| الصفحات: | 1 - 27 |
| ISSN: |
2535-213X |
| رقم MD: | 714983 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
123
| المستخلص: |
The present study aimed at developing the critical reading and writing skills for Egyptian EFL first year secondary school students, through the use of a suggested program based on the constructivist learning theory. The researcher adopted the quasi-experimental research design. The study sample consisted of 80 students (two intact classes) from Ibn Khaldoon secondary school in Cairo Governorate. Students of the experimental group received training through the proposed program based on the constructivist learning tenets while students in the control group received regular instruction. Tools of the study include critical reading and writing skills checklist, a pre-/post-critical reading and writing skills test, an evaluative questionnaire and a critical reflection log for both the teacher and the student to reflect on their practices. The study results revealed evidence that there were statistically significant differences at level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall critical reading and writing skills as well as in each critical reading and writing skill. The qualitative results revealed that the participants of the experimental group accept the constructivist teaching material as appropriate to the determined constructivist learning principles, which means that the program based on the constructivist learning approach is effective and instrumental in developing secondary students' critical reading and writing skills. Moreover, adopting the interactive integrated approach, introduced by the researcher, which is consistent with the constructivist paradigms, reading to write and writing to read along with the researcher's modified model of the gradual release of responsibility helped students improve their critical reading and writing skills substantially. |
|---|---|
| ISSN: |
2535-213X |
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