- Tytuł:
- DOES WEB 2.0-SUPPORTED PROJECT-BASED INSTRUCTION IMPROVE JORDANIAN EFL LEARNERS SPEAKING PERFORMANCE?
- Autorzy:
-
Bataineh, Ruba Fahmi
Migdadi, Anwar Solaiman
Al-Alawneh, Muhammad Khalid - Powiązania:
- https://bibliotekanauki.pl/articles/955374.pdf
- Data publikacji:
- 2020
- Wydawca:
- Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
- Tematy:
-
accuracy
EFL
fluency
Jordan
project-based learning
speaking
Web 2
0 - Opis:
- This study examines the potential effectiveness of Web 2.0-supported project-based learning in Jordanian EFL eleventh-grade students’ speaking fluency and accuracy of grammar and vocabulary. The participants of the study were 43 female students who were purposefully selected from two schools at Al-Koura Directorate of Education (Jordan) in the first semester of the academic year 2018/2019. Using a quasi- experimental, pre-/post-test design, the participants were divided into the experimental group (n=21) who was instructed using computerized project-based instruction and the control group (n= 22) who was taught per the guidelines of the prescribed Teacher Book, Action Pack 11. Descriptive statistics and One-Way ANCOVA were used to analyze the students’ scores on the speaking pre-/post-tests. The results showed that the participants instructed through the computerized project-based treatment outperformed those who were conventionally instructed in both speaking fluency and accuracy of vocabulary and grammar. A number of pedagogical implications and recommendations are put forth.
- Źródło:
-
Teaching English with Technology; 2020, 20, 3; 25-39
1642-1027 - Pojawia się w:
- Teaching English with Technology
- Dostawca treści:
- Biblioteka Nauki
Artykuł