Methods of Teaching English

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Applied Critical Thinking Skills Involved in the Reading Texts of English for Palestine, Grade 9: An Analytical study
(جامعة النجاح الوطنية, 2021-01-14) ناجح كتاني, كفاية
هدفت هذه الدراسة إلى إيجاد مهارات التفكير الناقد التطبيقية المتضمنة في نصوص القراءة في منهاج اللغة الانجليزية الفلسطيني للصف التاسع. كمان أنها هدفت لتوضيح مدى توافر مهارات التفكير الناقد التطبيقية في نصوص القراءة. ولتحقيق هذه الأهداف،صممت الباحثة بطاقة تحليل المحتوى وبالتعاون مع نخبة من خبراء تطوير المناهج ومشرفي اللغة الانجليزية بالاعتماد على دراسات سابقه ونماذج مختلفة. وقام كل من الباحثة ومعلم متخصص آخر بتحليل نصوص القراءة في كتاب اللغة الانجليزية للصف التاسع مستخدمين بطاقة التحليل المحكمة.وتم إعداد النسب المئوية والتكرارات ورسم الجداول والأشكال البيانية للتوضيح. وأظهرت النتائج أن هناك تباين واسع في تكرارات مهارات التفكير الناقد التطبيقية. حيث سجلت مهارة"توضيح القيم والآراء في نصوص القراءة"أعلى نقطه بنسبه 10.3% 84 تكرارا.وحصلت مهارة"عرض المعلومات بطريقه تمكن القارئ من استخلاص النتائج"على أدنى نسبه وهي 3.9%، 31 تكرارا. وأوصت الباحثة بتعديل نصوص القراءة في كتاب اللغة الانجليزية للصف التاسع في ضوء نتائج الدراسة.كما يجب على مصممي المناهج الأخذ بعين الاعتبار مهارات التفكير الناقد التطبيقية عند تحليل وتقييم المناهج باعتبار أن دمج هذه المهارات توجها جديدا في الموقف التعليمي.
Attitudes of English Language Teachers of Elementary Schools towards the Implementation of Flipped Classroom Learning Strategy during the COVID-19 Pandemic in Qalqilia Governorate
(جامعة النجاح الوطنية, 2021-04-08) Fanounna, Khloud
The sudden transition from face-to-face learning environment into flipped classroom due to the COVID-19 pandemic has affected the education process. Thereby, this study intended to investigate the attitudes of English language teachers of elementary schools towards the implementation of flipped classroom learning strategy during the COVID-19 pandemic. Moreover, the study examined the role of gender, qualification, years of experience, number of training courses, and place of graduation on teachers’ attitudes. To achieve the objectives of the study, the researcher used the descriptive method by developing a questionnaire which consists of 32 items and a semi-structured interview consisting of 5 questions. Due to the difficult circumstances of the COVID-19 pandemic, a Google online form was used to distribute the questionnaire. As for the interview, WhatsApp and Messenger applications were used to collect data. The population of the study consisted of 97 English foreign language teachers of elementary schools from Qalqilia Governorate during the second semester of the scholastic year 2020-2021. Sixty-one participants responded to the questionnaire and 20 participated in the interview. The results of the study showed that (75%) of EFL teachers have a positive attitude towards the implementation of flipped classroom during the pandemic. However, there were no statistically significant differences at (α ≤ 0.05) in regards to the variables. The study also revealed that although there are positive attitudes towards the flipped classroom strategy, face-to-face classes are irreplaceable for their essential importance. It was suggested that the flipped classroom can be conducted under urgent circumstances. In the light of the results, the researcher offered some recommendations to the main contributors of the education process. These recommendations included the importance of implementing other studies to compare between public schools and private ones which are using the flipped classroom strategy during to the COVID-19 pandemic situation. Also, studies should be conducted in other regions with different samples. The researcher believes that adding activities related to the flipped classroom in each unit of the curriculum is necessary.
Attitudes of Tenth Grade Students Towards Speaking English as a Foreign Language in Salfeet District
(2001) Fatima Omar Deeb Hassan; Dr. Suzan Arafat
The purpose of this study was to investigate the attitudes of the tenth grade students towards speaking English as a foreign language in government schools in Sal feet. District. Also it aimed at determining the effect of the independent variables, students' gender, fathers educations, mother's education ,place of living and students' level of achievement in English on their attitudes towards speaking English as a foreign language. This study attempted to answer the following questions : What are the attitudes of the tenth grade students toward speaking English as a foreign language ? Are there any significant differences in students' attitudes towards speaking English as a foreign language due to the students' gender place of living ,parents' education , level of achievement variables'? A questionnaire was developed to the purpose of the study and to answer the above mentioned questions It included 67 items distributed on the five domains of the study : 30 items of the questionnaire were developed through the following questionnaires, l3ustami (1999); Young (1990) ; Hussein (1995) ;Shakhshir (1996).The remaining 37 items were designed by the researcher . The population of this study was the tenth grade students in the government schools in Salfeet District The size of the proposed population was (877) students .They were distributed among 29 government schools .The sample was chosen randomly :416 students 192 males, 224 females. Different statistical techniques were used to analyze the outcome or the results of the study .These included means, and percentages to determine the students' attitudes, One Way Analysis of Variance ANOVA and Scheffe's post hoc test to determine the effect of the study variables on the attitudes of the students, and independent T—test to determine the effect of the study variables on the attitudes of the students. Data analysis showed that the students' attitudes towards speaking English as a foreign language was positive in all the domains. Independent T-Test results showed significant differences at (α = 0.05 )on the students' perception towards speaking English as a foreign language and evaluation and feedback domains between males and females in favor of males .1 However, there were no significant differences at (α = 0.05) in the students' attitude toward speaking English as a foreign language due to place of living variable . ANOVA results showed significant differences at (α =0.05) on students' self efficacy domain due to students' father education variable .However, There were no significant differences at (α =0.05) in the students' altitudes toward speaking English due to the students' mother education variable. There were significant differences at (α =0.05) in the students' attitudes toward speaking English due to students' level of achievement variable Scheffe's Post Hoc Test results showed that there was a significant difference at (α =0.05) in the students' attitude on self efficacy domain between the students whose father's education was preparatory and less and secondary in favor of the students whose father's education was preparatory and less .The other differences among other levels were not significant. Significant differences were found due to differences in the students' level of achievement in all the domains in favor of the students whose level of achievement was 70-79 ; 80-89 and 90 and more . Repeated MANOVA results showed significant differences at (α =0.05) among the domains of attitudes . To determine among which domains the difference existed .Sidak Post Hoc Test was used . These findings were discussed and some recommendations were suggested .One recommendation is to introduce the speaking skill in the final examination .Another is to familiarize the foreign English teachers with the oral proficiency tests and supervise implementing them .Further, there is a need to conduct similar studies to investigate the effect of using language laboratories in improving the speaking skill in schools and other studies to investigate the reasons behind the weakness in the speaking skill among the ninth and the tenth graders in different districts of Palestine .
CHALLENGES FACING REFUGEE SINGLE WOMEN IN TULKARM CAMP (CASE STUDY)
(An-Najah National University, 2022-02-05) Walwil, Manal
The study aimed to identify the challenges facing single women in Tulkarm camp in their different contexts including gender, singlehood, refugee status and living in Tulkarm camp; and the impact of these challenges on the social and economical life of single women,, in order to reach a better understanding of these challenges and to identify their causes by integrating their experiences as sigle- refugee women, which will help shed the light on the growing phenomenon of singlehood, which will constitute a starting point for interest in this segment of single women, and trying to find solutions to overcome the challenges they face The qualitative case study methodology was used to obtaine systematic and scientific access to information from the single women. The study population, was single refugees women living in Tulkarm camp, and a Purposive sample was selected which consisted of ten single- refugees women, whom their ages ranged from 30 to 66 years, semi-structured and in-depth interviews were the researcher's tool for data collection. The study concluded that single women in Tulkarm camp are subjected to stigmatization, stereotyping and discrimination more than other non-refugee or married women, as women, where they are placed in a lower social position than men by the culture and societal values, singlehood, which considered flawed social identity in A society that enhances the value of marriage and raises the status of married women, not to mention that they are refugees who are subjected to discrimination and marginalization because of their refugee status, and finally because they are living in Tulkarm camp, which is a stigmatized place by the community community in Tulkarm city and is viewed by its residents as a source of danger and economic instability for the surrounding community in Tulkarm, these things combined make single women in Tulkarm camp more vulnerable than other women in the community to opression and exploitation at both social and economic levels.
Controversial of the Sacred and the Profane in Muzaffar annuwwab’s Poetry
(An-Najah National University, 2021-09-21) Qannam, Fatima
This thesis focused on the technique of sanctifying the profane and sacrilege in the poetry of the deputies, as it is a poetic technique that was new in modern Arabic poetry. In the first chapter, the researcher came to the reasons and premises that led to the cultural and literary diversity in the poetry of the deputies, specifically the technique of sanctifying the profane and the desecration of the sacred. The researcher dealt with the religious and social Sufism of the deputies, as well as his view of the universe, and how women were a social pillar in the construction of his poems, and his adoption of sex and alcohol of both types (material and moral) in detail to highlight his revolutionary patriotic thought, including the appearance of the sacred and the profane in his poems. In the second chapter, the researcher explained the justifications for the deputies’ use of the technique of sanctifying the profane and desecrating the sacred, then she added it to the images of the sacred of different types (personal, spatial, sensory performative, verbal) and then followed it with images of the profane (personal, spatial, temporal, performative, and verbal) showing the most important The common features of each of them, then she showed the places where the sacred and the profane were in harmony in the cosmic nature, the place and the human being in the poems of the representatives. As for the third chapter, the researcher examined the various literary dimensions resulting from the deputies’ use of the technique of sanctifying the profane and desecrating the sacred, analyzing the religious, moral, political, social, psychological and aesthetic dimensions that this technique carried in the deputies’ poems. The researcher relied on the descriptive analytical method, and the use of religious and historical intertextuality sometimes, as well as the mythical method, perhaps coming up with a good study of this phenomenon in the poems of the deputies. Among the most important findings of the researcher are the following: First: The technique of sanctifying the profane and desecrating the sacred is apparent in modern poetry. Second: The emergence of the technique of sanctifying the profane and desecration of the sacred clearly during the reading of the poems of the deputies. Third: This technique strengthened the poems of the deputies and their connotations and dimensions, and it was credited with spreading the poems of the deputies and receiving them with passion.
The Cross- Cultural Aspects of TEFL: A Case Study of English for Palestine New Series
(2015) Rana Ahmad Mustafa Rihan; Dr. Abdul kareem Igbaria; Dr. Fayez Aqel
This study aimed at investigating the frequency of the cultural aspects in “English for Palestine” textbooks the new series and the extent to which culture is presented in these textbooks through content analysis. The study attempted to answer the following five questions: 1. What are the teachers’ perspectives regarding teaching culture in the EFL classroom? 2. What are the teachers’ perspectives regarding culture appreciation? 3. Are there significant differences in the means of teachers' perspectives regarding culture teaching and appreciation in the EFL classroom due to their gender, teaching classes, training courses, and academic qualification? 4. How are the cultural aspects stated, distributed, and balanced in English for Palestine for sixth, seventh and eighth grades? 5. What are the teachers’ opinions of English for Palestine in terms of teaching culture to the sixth, seventh, and eighth grades students in the Nablus District? The research population consisted of (273) English teachers, while the research sample included (181) English teachers (89 females and 92 males) with various academic qualifications. All teachers use “English for Palestine” for teaching English in heterogeneous sixth, seventh, and eighth grade classes in Nablus District. In addition, the researcher conducted a content analysis of the three textbooks sixth, seventh, and eighth classes to find out the cultural aspects in these textbooks. The study employed both quantitative and qualitative approaches. A 5-point Likert scale questionnaire was adopted from Al-Ja’bari (2010) and Shatnawi (2005) was used to collect data regarding teachers’ perspectives of “English for Palestine”. The questionnaire consisted of two domains each one comprises (15) items. The research was also supported by qualitative data that were collected through interviews with (20) teachers from the research population, in addition to the data of the content analysis of the three textbooks. The study results revealed that the respondents somehow agreed that the content of “English for Palestine” that it emphasizes the different types of cultural aspects but it doesn’t highlight the religious and the political ones. The results of the hypotheses were: - There are significant differences at (α=0.05) between the means of the teachers' perspectives related to the two domains and the total score of the questionnaire due to their gender in favor of male teachers. - There are no significant differences at (α= 0.05) between the means of the teachers' perspectives related to the domain of teaching culture in the EFL classroom due to the variable of classes teachers teach, while there are significant differences in teachers' perspectives regarding culture appreciation and the total score of the questionnaire due to the variable of classes teachers teach - There are no significant differences at (α=0.05) between the means of the teachers' perspectives related to the two domains and the total score of the questionnaire due to the variable of training courses teachers attended. - There are no significant differences at (α= 0.05) between the means of the teachers' perspectives related to the domains of teaching culture and culture appreciation and the total score of the questionnaire due to the variable of academic qualification. In addition to this, this series included varied cultural activities that meant to help students get a better understanding of their own culture and the others’ cultures and to increase their cultural awareness. In light of these results, the researcher submitted several recommendations to the Ministry of Education, the teachers of English and for the researchers. The researcher also proposed suggestions for additional research and analysis in the area of “English for Palestine” textbooks which will be adopted in the future.
The Degree of Employing the Scientific stations strategy in teaching Arabic language skills from the viewpoint of Arabic language teachers for the upper basic stage and their attitudes towards it in Tulkarm Govemorate
(An-Najah National University, 2021-04-06) Qut, Bara’
This study aims at investigating the Degree of Employing the Strategy of Scientific Stations in teaching the skills of Arabic from the point of view Tulkarm’s Arabic teachers in the upper basic stage and their tendencies towards it following the descriptive analytical methods. The population of the study comprises (226) Arabic teachers from the upper basic stage in Tulkarm in the scholastic year 2020-2021. However, the intentional sample comprises (140) randomly chosen teachers using stratified random sampling. In order to achieve the aims of the study, the researcher employed a questionnaire because it is the most appropriate tool for this study as it was shown to a jury of arbitrators. Cronbach Alpha correlation was calculated that it reached (0.95) while the stability of the tendencies of the teachers reached (0.88). Retrieved data was statistically analyzed by using SPSS. Results show that the total Degree of the Employment of Arabic teachers of the upper basic stage of the Scientific Stations strategy in teaching Arabic is high that the average calculated is (3.81) and the deviation is calculated (0.57). Also, the attitudes of Arabic teachers of upper basic stage of the Scientific Station’s strategy is medium that the average is calculated (3.15) as the deviation is calculated (0.42). The researcher recommends a number of recommendations to ease the implementation of the strategy of scientific stations in teaching including holding training courses for teachers about the implementation of this strategy in teaching. Also, the MOE has to provide a proper infrastructure easing the implementation of this strategy in teaching.
The Difficulties Encountered by EFL Learners in Listening Comprehension as Perceived by ELC Students at the Arab American University-Jenin
(2015) Ahkam Hasan Assaf; Dr. Ahmed Awad
The study aimed to investigate the difficulties EFL students encounter in listening comprehension as perceived by ELC students at the AAUJ. The aims of the study were to identify the difficulties students face in listening comprehension and to study the relationship of the difficulties encountered by EFL students with students’ academic level, academic year, gender, type of school and number of school years studying English. In order to achieve the study objectives, the researcher developed a two different data collection instruments: A questionnaire and an interview. First, the questionnaire was developed and given to a sample of 189 EFL students studying at the English Language Center (ELC). The sample was chosen randomly. The interview then was held with 12 students chosen randomly from the sample of the study. It consisted of 4 questions. The researcher conducted this study on university-level students who take English courses at the English Language Center (ELC) at the Arab American University-Jenin (AAUJ). The sample consisted of (95) males and (94) females. The results of the study showed that disability of word recognition, lacking background information about the topic, noises around, poor quality listening equipment and not enjoying the listening excerpt got high effect degree. In addition, speed rate of speech and gliding over words while speaking, which got a moderate effect degree in the questionnaire results, were the problems students stated in the interview. Besides, the researcher found out that there were no significant differences in the difficulties students encountered in listening comprehension due to academic level, academic year, gender, type of school and number of school years studying English. In the light of the findings of the study, the researcher recommended that more research should be conducted on the difficulties and importance of listening comprehension and strategies to improve listening comprehension. She also recommended that the ministry of education on the one hand and English teachers on the other hand have to pay attention to teaching listening skills at schools.
Difficulties in Implementing E-Learning and the Extent of Compatibility with Its Ethics from the Point Of View of Primary School Teachers in Nablus Governorate
(An-Najah National University, 2021-12-15) Shtayyeh, Rowaida
The study aimed to identify the difficulties of applying e-learning and the extent of the teacher's commitment to his ethics from the point of view of Basic stage teachers in Nablus Governorate. The descriptive approach was used; Due to its relevance to the nature and objectives of the study, the study sample consisted of (430) individuals out of (4285) male and female teachers. The researcher prepared a questionnaire consisting of (59) items as a tool for collecting data related to the subject of the study. After preparing the study tool, its validity was verified by presenting it to a group of arbitrators with experience and expertise, and then the stability of the study tool was confirmed by using the Cronbach Alpha equation, so the stability coefficient of the total degree reached (0.92), and the study reached many results, the most important of which are: The study concluded that the degree of e-learning difficulties was high,Where the arithmetic mean of the responses of the study sample members on all paragraphs of the questionnaire was (3.69), As for the arrangement of the fields according to the degree of difficulty faced by the study sample members,The field of "difficulties of applying e-learning related to the school curriculum" came in the first place, with an average of (4.00), and the field of "difficulties of applying e-learning related to the student" came in second place, with an average of (3.91), and the field of "difficulties of applying e-learning related to the teacher" came in third place, with a mean of (3.49), and the field of "difficulties of applying e-learning related to infrastructure and technical support" came in the fourth and last place, with an average of (3.47). As for the degree of commitment to the ethics of e-learning, it was high, as the arithmetic mean of the responses of the study sample members on all items was (4.35). The result of the study can be summarized that the members of the study sample face difficulties in applying e-learning to a high degree, and adhere to the ethics of e-learning to a high degree.
Difficulties of Teaching Pronunciation in the Perspective of Both School Teachers and University Scholars in Palestine and Suggested Remedies.
(جامعة النجاح الوطنية, 2020-10-21) Baidoun, Ibrahim Ali
This study aimed to examine the reasons behind the difficulties of teaching pronunciation and the way to overcome them. Therefore, the data collection tools have been selected based on the nature of the explanatory sequential method, which consequently, involved quantitative and qualitative data. The researcher used two tools in his research, first is well-prepared interview questions to try to figure out the gaps and register professional remedies to improve the quality of teaching pronunciation for all the Palestinian local schools’ stages. In this tool, the researcher predetermined a group of university professors who are experts in the field of morphology and linguistics in various National Universities to hold face to face interviews with. Second, the researcher randomly distributed a questionnaire with 21 items over (102) of the English language appointed teachers via e-mail and WhatsApp on a national scale. The data collected were analyzed using (SPSS) to provide answers to the study questions and hypothesis. Means, frequencies, standard deviations, independent Sample t-test, and One Way ANOVA tests were used to come out with the descriptive statistical analysis. The obtained information was analyzed and showed that there was no statistical significance in the study hypothesis related to the Difficulties of Teaching Pronunciation in the Perspective of both School Teachers and University Scholars in Palestine and Suggested Remedies attributed to gender, age, years of experience, and education. On the other hand, the study significantly revealed the existence of both negligence and difficulties when it comes to teaching pronunciation. What is more, the researcher modified the domains of teaching pronunciation. The researcher finally proposed recommendations as remedies and presented them into four basic entities responsible for this gap, which will facilitate teaching the main topics of pronunciation if they are taken into consideration.
Discoursal Elements in the Written English of Seniors at An-Najah National University
(2003) Ossama Mustafa Mohammad Mustafa; Dr. Suzan Arafat
The present study attempted to investigate some discoursal elements in the seniors’ writing at An-Najah National University. It aimed at answering the following questions: 1. Do the English seniors’ at An-Najah National University apply the discoursal elements (Coherence, Thesis Statement, Organization and Order, and Wording) when writing essays in English? 2. Are there statistically significant differences due to gender at An-Najah University in the application of the discoursal elements, particularly: Coherence, Thesis Statement, Organization and Order, and Wording? 3. Are these elements equally problematic to students at An-Najah University, or do some elements pose more difficulties than others? The population of the study consisted of all English seniors at An-Najah National University (43 students) in the academic year 2001-2002.The students were attending an advanced English course. The researcher used means, percentages and standard deviations in order to answer the above -mentioned questions at (ά=0, 05) level of significance. The findings of the study were: 1. English majors at An-Najah National University were able to apply the thesis statement and wording in a good way. However, they failed to apply organization and order and coherence. 2. There were no statistically significant differences between males and females with respect to the aforementioned scales of written discourse. 3. The element of coherence was the most problematic to the students; the element of thesis statement was the least problematic. On the basis of the results of the study, the researcher recommended that further writing courses as well as special courses on contrastive linguistics help to improve students’ performance and achievement in writing English.
The Effect of Applying the Stylistic Approach to the Teaching of Poetry on the 11th Grade Students' Achievement and Attitudes
(2000) In'am Abdel-Aziz Hammad; Dr. Susan Arafat
The main aim of this study was to investigate the effect of applying the stylistic approach to the teaching of English poetry on the 11th grade students' achievement and attitudes towards this poetry and the method of instruction. It also aimed at revealing the students' attitudes towards English language and poetry in comparison with their attitudes towards other school subjects and Arabic poetry. In addition to this, the study aimed at documenting the English language teachers' attitudes towards 11th grade Anthology syllabus, the method currently implemented in teaching poetry and the role of poetry in TEFL. In other words, the study attempted to answer the following questions: 1) What are the teachers' attitudes towards. a. the English literary syllabus of the 11th grade. b. the method currently implemented in teaching poetry. c. the role of poetry in TEFL? 2) Is there statistically significant difference between students' attitudes towards a. English language and literature and other school subjects; b. English poetry and Arabic poetry? 3) Does applying the stylistic approach to the teaching of English poetry affect students' attitudes towards English poetry and the method of instruction? 4) Does applying the stylistic approach to the teaching of English poetry affect students' achievement in this poetry? To answer these questions, the researcher has conducted a (5) week experiment with a sample of (89) 11th grade students from two secondary public girls' schools in Qabatia District (Tammoun Secondary Girls' School and Maithaloun Secondary Girls' School). The schools were divided into two groups: an experimental one with (46) students (20 scientific and 26 literary), and a control group with (43) students (20scientific and 23 literary). This study was an experimental one in which the four poems prescribed by the 11th grade Anthology syllabus were taught for both groups using the stylistic approach and the traditional method. (3) classroom periods, (45) minutes each, a week for (5) weeks were allotted for the experiment during the first semester of the scholastic year 1999-2000. Participants' attitudes were assessed by an attitudinal questionnaire (SQ) developed by the researcher to measure the effect of applying the two methods on students' attitudes towards English poetry and the method of instruction. An achievement test developed by the researcher was also used to measure the students' achievement in English poetry. The results were statistically analyzed using two-way analysis of variance (ANNOVA), ANCOVA, dependent t- test, means and percentages. Statistical analysis revealed the following results for the study: 1- Applying the stylistic approach to the teaching of English poetry did improve both scientific and literary students' achievement on comprehension and linguistic levels. 2- Applying the stylistic approach did lead to significantly positive attitudes towards English poetry and the method of instruction. 3- Students showed significantly better attitudes towards other school subjects than English language and literature, and towards Arabic poetry than English one. 4- The method currently used in teaching literature in general and poetry in particular doesn't have a clear methodological framework and theoretical bases. In the light of these results, the researcher stated a number of recommendations, some of which are the following: There is a need for a serious research in which researchers, curricula designers and language teachers co-operate to define clear methodology, objectives and ways of assessment that reformulate the teaching of literature as part of the Palestinian TEFL curriculum. Besides, English language teachers necessarily need to attend in-service courses about the role of literature in TEFL, the most up- to-date improvements in methodology of teaching literature, suitable classroom strategies, and ways of assessing literature.
The Effect of Applying the Test-Teach-Test Approach in Improving the Students’ English Language Writing Skill in East Jerusalem Schools
(An-Najah National University, 2018-04-30) شويكي, سحر ناجح عبد العزيز; ايمن نزال, سوزان عرفات
This study aimed at investigating the effect of applying the test-teach-test approach in improving the students’ English language writing skill in East Jerusalem schools”. To achieve this aim, the researcher utilized both interviews with ten female and male teachers to investigate their attitude towards using the test- teach-test approach and to what extent they utilize it to improve writing skills, and a quasi-experimental study applied on 58 students in the ninth grade from Shu’fat Basic School for girls in East Jerusalem. 29 of the students constituted the experimental group that applied the pre-test as well as the following instructions according to the test-teach-test approach. On the other hand, the second group was the control group that applied the pre-test but continued to learn with the traditional way, then they applied the post-test. The results of the quasi-experimental study showed positive effect of utilizing this approach on all of writing domains except the use of vocabulary domain. Moreover, the results of the interviews also showed positive tendency toward applying it. In the light of these results, the researcher recommended teachers to utilize the test-teach-test approach in teaching writing in all levels of learning taking advantage of the available facilities. The researcher also proposed some recommendation to students, researchers, and the Ministry of Education according to the results of the current study. For example, students should not feel shy to ask for help from more competent peers or any elder person. Moreover, she advised researchers to replicate this study using other instruments and limitations.
The Effect of Cooperative Learning in English Language on the Ninth Grade Student's Attitudes and Academic Achievement at UNRWA Schools in Nablus District
(1996) Samar Deeb Jabr; Dr. Mohammed Salem Amleh
This study aims at investigating the effect of cooperative learning method in English language on the ninth grade students' (boys and girls) attitudes and academic achievement as compared to the traditional method . The sample of the study consisted of (138) male and female students in the ninth grade at two schools: Askar Basic Boys School No. 1, and Askar Basic Girls School No.1 which belong to UNRWA in Nablus Area during the scholastic year (1995-1996). The sample of the study was systematically randomly selected as follows: 1. (75)male students were distributed into two sections (A & B ) at Askar Basic Boys School No. I: one section was taught by the cooperative learning method to represent the experimental group, the other one taught by the traditional method to represent the controlled group. 2. ( 63 )female students were distributed into two sections (A&B) at Askar Basic Girls School No. I: one section was taught by the cooperative learning method to represent the experimental group and the other one taught by the traditional method to represent the control group. Before carrying out the experiment, the equivalence of both sections was tested by counting the means and Standard Deviation (SD) of student scores (males and females) in English Language in the second midyear exam in (1995 - 1996 ) . The instruments which were used the Achievement Test in English. and the other was the attitude inventory which was adapted by AL. Kilanv (1976) on the basis of Brown and Holtsman's inventory (1967). One way analysis of variance and two way analysis of variance (ANOVA) were used to examine the effect of the treatment on the dependent variables. One way analysis of variance and Repeated Measures Design (R.M .D) were used to measure the differences between the pre-and post tests in the students' attitudes. The findings showed that First: There were significant differences in the students' achievement (males and females) of English due to the teaching method for the benefit of experimental group. Second: There were significant differences in the boy’s achievement and girls achievement. Third: The findings also showed that there were no significant differences in the students' attitudes in English for both boys and girls due to the teaching method. Fourth: There were no significant differences between the pre-and post attitudes test for the experimental group . Fifth: There were no significant differences between the pre-and post attitude test for control group. The findings of both groups didn't show significant differences of pre-and post attitudes inventory. Based on the results of this study, it is recommended to encourage teachers to adopt the cooperative learning method for its effectiveness in improving. Students' academic achievement.
The Effect of Drama on Enhancing Students' Critical Thinking Skills and their Achievement from the Students’ and Teachers’ of English Perspectives in Salfeet Directorate
(An-Najah National University, 2018-03-21) شقير, سائد جمعة حسن; عوض, أحمد
This study sought to investigate the effect of drama on enhancing students' critical thinking skills and their achievement from the students' and teachers' of English perspectives at Salfeet schools through a quasi-experimental study. The study examined the effect of drama on the following variables: (gender, qualification, years of experience, training sessions and specialization) from teachers' of English perspectives. The researcher used three tools which were: (62) classroom observations applied on 10th graders at Bidya Secondary Boys' and Girls' Schools which lasted for 4 weeks, interviews on 8 teachers and 16 students from Salfeet schools and 25 questionnaires distributed randomly during the first semester of the academic year 2017/2018. After analyzing the collected data by using means, T- test and one way ANOVA, the researcher found that the outcomes of the classroom observations were in harmony with the outcomes of the interviews and the questionnaire which meant that teachers and students had the willing toward using drama at schools. The researcher also concluded that the findings of the questionnaire and the interview demonstrated that teachers' gender and specialization affected their attitude positively toward using drama whereas teachers' years of experience and training sessions affected their attitude toward using drama in favor of 4-6 session and 5-10 experience years respectively. The questionnaires' results revealed that the total degree of the effect of teaching drama on enhancing 10th students' critical thinking skills was (4.36) which suggested students' willingness to learn dramatic activities. As for the findings of classroom observation they were as the following: the longer time students know about drama the more they interact with the dramatic activities. The outcomes of the independent variables were as the following: there were no statistical significant differences at (α=0.05) of the effect of teaching drama on enhancing 10th students' critical thinking skills from the teachers of English perspectives in Salfeet Directorate attributed to the variables of qualification, specialisation and gender. On the other hand, there were statistically significant differences at (α=0.05) for training sessions which were (0.642) and years of experience which were (0.678). The findings of the study demonstrated that the majority of students and teachers of English had the willingness to use drama. Accordingly, the researcher advises teachers to use dramatic activities in order to develop critical thinking skills as one of the means that builds up students' personality, remove their shyness and their ability to interact with daily life situations. In a similar way, the researcher recommended the curriculum designers in the Ministry of Education to focus more on drama in learning in the English curricula for all levels. Another recommendation was that researchers are advised to make similar studies that seek to study the effect of using drama on enhancing students' critical thinking skills and their achievement.
THE EFFECT OF EDUCATIONAL GAMES ON IMPROVING STUDENTS’ SPEAKING SKILLS IN THE SIXTH GRADE AT NABLUS DISTRICT
(جامعة النجاح الوطنية, 2022-03-30) Shtayeh, Mays
The current study aimed to investigate the effect of using educational games on improving the speaking skills of 6th grade students at Al-Majd private school in Tell village. To achieve this objective, the quasi-experimental design was used. The sample consists of (40) students who were divided into two groups: experimental and control. The experimental group studied unit 13th of the Sixth grade textbook English for Palestine “Where does rain come from?” through using six educational games while the control group studied the same material using the traditional method of teaching without using these games. To answer the study questions and test the hypotheses, three instruments that include quantitative and qualitative data were used: a pre-test, a posttest and a classroom observation checklist. The statistical package for social sciences (SPSS) version 21 was used to analyze the quantitative data while the thematic analysis approach was used to analyze the qualitative data collected through the classroom observation. Among the results of the study, the experimental group performed better in the posttest than the control group, namely statistically significant differences. This indicates that teaching students using educational games is effective in improving their speaking skills. Furthermore, the thematic analysis showed that most students used their oral language to ask and answer questions, role-play certain texts, and repeat words correctly in addition to using their voice quality with a great deal of self-confidence. Students in the experimental group were also highly motivated to participate in conversation with their teacher and their peers while performing better pronunciation when they were asked to answer oral questions or to ask about specific thoughts.
The Effect of Experiential Learning on Improving the Performance of EFL Students as Perceived by Teachers of English in the Northern Governorates of Palestine
(2015) Noor Saber Abd Alkareem Abu-Assab; Dr. Ahmed Awad
This study aimed at investigating the effect of Experiential Learning on improving the performance of EFL students as perceived by teachers of English in the Northern Governorates of Palestine. The study examined the role of the following variables: (gender, academic qualification, years of experience, and type of school) on teachers' perspectives. To achieve the purpose of the study, the researcher developed a 42-item questionnaire which included four domains of performance: Students' cognitive skills, Students' social skills, Students' motivation for the material, and Students' scores in exams. Moreover, the researcher conducted interviews with (21) of EFL school teachers. The researcher distributed the questionnaire randomly on a sample of (429) EFL teachers during the scholastic year 2014-2015. A descriptive statistical analysis was used to analyze the collected data. The results of the study showed that there is positive effect of Experiential Learning on improving the performance of EFL students as perceived by teachers of English in the Northern Governorates of Palestine. It also showed that there were significant differences at the level (α ≥ 0.05 ) in teachers' perspectives due to their academic qualification in the first and third domains in favor of those who have master or above. However, there were no significant differences in the teachers' perspectives due to their gender, years of experience, and type of school. In the light of the study results, the researcher recommended including experiential teaching in curriculum syllabuses, and training teachers on different methods of Experiential Learning.
The Effect of Linguistic Variation on Sociological Realization: A Case Study on Implementing the Teaching Strategies of Sociolinguistic Competence in Teaching English as a Foreign Language in Palestine
(An-Najah National University, 2021-05-09) عودة الله, فداء زياد
The research aims at investigating the influence of linguistic variations on sociological realization by implementing sociolinguistic competence strategies in teaching English as a foreign language at the Palestinian universities. To accomplish the purpose of the study, the researcher depended on both quantitative and qualitative data gathering approaches. The researcher used two main tools for collecting the data of study. First, an open ended questionnaire for English language learners at the Palestinian universities. Second, the researcher also used a focused interview for English language professors. The sample of the study included 450 junior and senior students of English language department, and 18 English language and linguistic professors at the Palestinian universities which are chosen from the five universities. The researcher used the Statistical Package for Social Science to analyze the data. The findings of the study showed a positive influence of implementing sociolinguistic competence strategies since the great role of linguistic variation on sociological realization in teaching English as a foreign language. The hypothesis of the study sates that are significant differences at (α ≤ 0.05) in the effect of linguistic variation on sociological realization implementing sociolinguistic competence teaching strategies in classroom in teaching English as a foreign language. The null hypothesis was rejected. The findings showed the positive effect of implementing the teaching strategies of sociolinguistic competence in illustrating linguistic variation and enhancing sociological realization for EFL learners at the Palestinian universities. The study outcomes pointed to the importance of applying sociolinguistic competence strategies in illustrating linguistic and cultural variations for gaining sociological realization. Moreover, the findings asserted that this is the main tool for acquiring sociolinguistic competence for EFL learners at the Palestinian universities.
The Effect of Listening Skill On Improving English Grade Students' Written Performance
(2001) Amineh Rasheed Mohammad Hamid; Dr. Fawaz Aqel
The main purpose of this study was to investigate the effect of listening comprehension on eighth grade students, performance in writing. This study attempted to answer the following questions: - What is the effect of listening skill on the written performance of eighth grade pupils? - Is there any significant difference in the effect of listening on the written performance of eighth grade pupils due to dictation? - Is there any significant difference in the effect of listening on the written performance of eighth grade pupils due to sounds? - Is there any significant difference in the effect of listening on the written performance of eighth grade pupils due to composition? In an attempt to answer the research questions of this study, the researcher conducted a (ten) week experimental investigation with a sample of 112 eighth grade students belonging to four government schools in Qalqilia district: Kufur Laqif Primary School, I-labia Secondary School for Boys, Kufur Thulth Secondary School for Boy, and Saniria Secondary School for Boys. The students of the sample were randomly divided into two treatment groups, an experimental group with 45 students (11 females and 34 boys), and a control group with a total of' 67 students (all were boys). Two pretests administered revealed that the two groups were equivalent in listening comprehension achievement. Then , both groups were taught by the English teachers the listening comprehension passages included in the second semester of the eighth grade syllabus of English by using two different methods of instruction. The experimental group was taught by the use of the communicative method of instruction , whereas the control group was taught by the use of the traditional method of instruction. Two classroom periods, 45 minutes each, for 10 weeks were allotted for each class during the second semester of the scholastic year 2000/2001. At the end o the 10-week treatment period, the subjects of the study were assessed by using a post listening comprehension test developed by the researcher to measure the pupils' performance in writing. The results were analyzed using paired T-test, independent T- test, and Pearson Correlation Coefficient (P.C.C.). The results showed that listening did improve the pupils' performance in writing. In the light of these results, it is recommended that teachers be acquainted with all the new developments in the field of teaching listening comprehension texts. Teacher training sessions should be held for teachers to introduce them to the most recent techniques used in teaching students how to listen. Another important recommendation is to provide teachers of English, regularly, with printed materials which display techniques and teaching strategies used in teaching English as a second/ foreign language. Lastly, the researcher recommends that furthers research to investigate the effect of listening on the oral performance.
The Effect of Literature-Based Reading instruction on Tenth-Grade Students' Attitudes Toward Reading
(2000) Tawfiq Mohammed Tawfiq Omar; Dr. Suzanne Arafat
The purpose of this study was to investigate the effect of whole language literature-based reading instruction on students' attitudes toward reading. More specifically, this study aimed at answering the following questions: 1. Is there a significant difference in the tenth-grade students' reading attitudes due to the whole language ,literature-based reading instruction? 2. Is there a significant difference between the mean scores of the males' and females' attitudinal tests clue to the whole language, literature-based reading instruction? 3. Is there a significant difference in the tenth-grade students' attitudes toward reading due to the interaction between the students' gender and their group? The population of the study consisted of the tenth grade students' in the public schools of Nablus Directorate of Education in the scholastic year 1999/2000. The sample of the study consisted of (156) tenth grade students divided into two treatment groups, an experimental group with (78) students (41 females and 37 males), and a control group with (78) students (43 females and 35 males). The Elementary Reading Attitude Survey was administered three days before the beginning of the treatment period_ The analysis of the data obtained showed that the two groups were not equivalent in the attitudinal mean scores. Then the experimental groups were taught many texts representing different literary genres using the literature-based reading instruction, while the control groups were taught many reading comprehension passages from their basal readers using the traditional method of teaching reading. Three classroom periods for four weeks were allotted for each class. At the end of the four-week treatment period, students were given the elementary Reading Attitude Survey again to measure the change in their attitude toward reading. The data were analyzed using two-way analysis of variance (ANNOVA), t- test (paired t-test), and two way analysis of covariance (ANCOVA). The findings of the study were: 1. There was a statistically significant difference between the mean scores of the tenth-grade students' pre and post reading attitudinal tests of the experimental and control groups in favor of the experimental group due to the effect of literature-based reading instruction. 2. There was no statistically significant difference in the mean scores of the tenth-grade students' pre and post reading attitudinal tests of the experimental and control groups due to gender. 3. There was no statistically significant difference in the mean scores of the pupils' post reading attitudinal tests of the two groups due to the interaction between gender and method of instruction. In the light of these findings, it is recommended that the basal reading approach should be replaced with a literature-based reading approach. It was also recommended that the Ministry of Education should train the teachers in literature-based reading instruction. Another important recommendation is that teachers should give special attention to the importance of the students' attitudes in developing proficient readers. Finally, the researcher recommended that further experimental and longitudinal studies should be conducted to find the long range effect of the whole language, literature-based reading program on students' attitudes toward and their achievement in reading and the correlation between these two variables.

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