Methods of Teaching English
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- ItemIMPACT OF STORYTELLING ON ENHANCING 5TH GRADERS’ EMOTIONAL INTELLIGENCE AND SPEAKING SKILLS IN YA’BAD SCHOOLS(2022-10-06) Zahr Osama Hassan NasserThis study investigated the impact of storytelling on enhancing 5th graders’ emotional intelligence and speaking skills in Ya’bad schools. To fulfill the objectives of this study, 44 students participated in this quasi-experimental study. The participants were divided into two groups: experimental and control. The study was conducted over six meetings of teaching one short story included in the 5th grade English textbook. To this end, two instruments were used, including classroom observations and teacher’s reflections, to collect qualitative data on the impact of storytelling on student’s emotional intelligence and speaking skills. Besides, a speaking post-test was used to collect quantitative data on the impact of storytelling on the EFL students’ speaking skills. After data collection it was found that storytelling had a positive impact on the students’ speaking skills. The arithmetic mean of the experimental group was higher than the arithmetic mean of the control group. Moreover, storytelling had a positive impact on the student's EI, self-awareness, motivation, and social relationship as well as speaking skills (fluency and comprehensibility). Further, the EFL teacher’s reflection was in favor of using this strategy for its effectiveness in the EFL classroom. Therefore, the researcher recommends that EFL teachers start using this strategy, Ministry of Education organize workshops for teachers to develop EFL teaching and learning processes, curriculum designers include moral stories, and other researchers conduct further research on storytelling and explore other variables. Keywords: storytelling; strategy; English teaching method; emotional intelligence; speaking.
- ItemTHE EFFECTIVNESS OF REMEDIAL CLASSES IN IMPROVING FIVE GRADERS’ LOW PERFORMANCE ENGLISH WRITING SKILLS IN NABLUS PRIVATE SCHOOLS(2023-07-24) Istabraq Tariq Abdel-Gawad ShtayehThis study aimed to investigate the effectiveness of remedial classes in improving the English writing skills of low-performing fifth-grade students in Nablus private schools. The study objectives were to identify factors causing low performance in writing skills among students and determine the need for remedial classes. A semi-experimental design was adopted, with an experimental group receiving English instruction utilizing playful learning, music, and role-playing, while a control group was taught using traditional textbook-based methods. A sample of 50 students, including 25 in the experimental group and 25 in the control group, was selected based on their low overall academic performance. Pre-test scores indicated a low level of English proficiency in both groups. The study utilized both quantitative and qualitative research methods, including pre- and post-tests and teacher interviews. The results of the paired t-test indicated a statistically significant difference between the mean scores of the experimental group in both tests. Teacher interviews revealed that remedial classes provided targeted support, leading to observable progress in speaking and listening skills. However, there was a lack of continual evaluation in the areas of writing and reading comprehension. Teachers recommended an eclectic approach, varied techniques, regular evaluation, and technology incorporation to enhance student performance and improve writing skills. The findings indicate that remedial classes are effective in improving the English writing skills of low-performing students. The study recommends teacher training, adequate resources, parent involvement, and an integrated curriculum to improve the effectiveness of remedial classes. The results demonstrate the effectiveness of remedial classes in improving writing skills and provide valuable insights into the implementation of remedial instruction to promote academic progress. Keywords: Low-performing, fifth-grade students, remedial class, writing skills.
- ItemTHE EFFECT OF USING REALIA ON SIXTH GRADERS' ACQUISITION OF ENGLISH VOCABULARY AT TULKAREM SCHOOLS(2023-06-25) Lana Jehad SaadehThis study aimed to investigate "the effect of using Realia on sixth graders' acquisition of English vocabulary at Tulkarem schools". The researcher adopted the semi-experimental design and used a vocabulary test to achieve this. This test was applied to (156) female students studying at Tulkarem Basic First Girls' School and Nour Shams Basic Girls School. The sample was divided into two main groups, (78) in the experimental group and (78) in the control group. During the first semester of 2022-2023, the researcher distributed the pre-vocabulary test to the experimental and control group. Then, the researcher distributed the post-vocabulary test to the same sample after teaching the students in the experimental group by using Realia, while the control group used the conventional methods. The results of the study showed that there were no significant differences between the experimental and control groups in the pre-test. Nonetheless, the investigation revealed significant differences between the two groups in the post-test, in favour of the experimental group that employed Realia for vocabulary instruction performing better than the control group. Based on these results, the study recommended that Realia can be used to teach vocabulary, particularly to younger students. Another promising finding is that Realia has proved to be an effective tool for increasing students' vocabulary knowledge. Moreover, teachers strongly recommend using Realia, which makes learning more interesting to students. In addition, School administrators are advised to encourage English teachers to use Realia in the classroom because it is so beneficial. Keywords: Acquisition; Realia; sixth grader; vocabulary.
- ItemTHE IMPACT OF READING STORIES ON 4TH GRADERS’ WRITING COMPETENCE AT RAMALLAH PRIVATE SCHOOLS(2023-08-06) Haneen Najeh Shaker RustomThis study aims to measure and identify the impact of reading stories on the fourth graders’ writing competence at Ramallah private schools. To achieve this, the researcher prepared two tools to gather information, namely: conducting a focused interview, which was administered to 15 teachers at private schools in the Ramallah District. Moreover, the researcher developed pre and post-tests, which were administered to the 4thgrader students at four private schools in Ramallah to diagnose the students’ reading and writing competence. The population of this study was the fourth graders at the private schools in the Ramallah district, while four schools were purposely chosen as the sample. Of this study. It is found that reading short stories plays a significant role in developing students' writing proficiency by enhancing their language skills, expanding their literary repertoire, and stimulating their imagination and creativity because reading enables students surf the ideas and the writing styles which develops their writing skills. Also, short stories expose students to different types of texts and literary styles. As a result, they learn how to analyze texts, comprehend their content, and understand their meaning. The researcher recommended encouraging students to read short stories using active and critical reading; moreover, encouraging them to practice writing about these short stories. Keywords: Reading stories, Writing competence, Dictogloss.
- ItemTHE EFFECTEVNESS OF USING 3D VIRTUAL REALITY IN IMPROVING THE TENTH GRADE STUDENTS’ COMMUNICATIVE COMPETENCE IN SALFEET CITY SCHOOLS(2023-06-03) Aya Mohammad Abu KarazThis study aims to inspect the effect of using 3D virtual reality on enhancing the tenth grade students’ communicative competence. It also attempts to track the effect of the creation of a 3D virtual environment inside the classroom on students’ performance. In order to achieve the current study goals, mixed-method is used. Pretest and posttest were given to 50 EFL students at Salfeet secondary schools. The sample was divided into two groups according to their learning through the study strategy or not. The test consists of 20 items divided into 3 sections, which are grammatical competence, sociolinguistic competence and discourse competence. In addition to the pretest and posttest, a classroom observation was used to track students’ progress during the application of the study technique to provide additional data that supports the test results. The results of the study revealed that students’ overall communicative competence was improved according to the statistical significance at (α ≤ 0.05) between the experimental group pretest and posttest results. Nevertheless, students’ grammatical competence was not improved. The researcher summarized the main effect of creating a 3D virtual environment on students’ performance according to the classroom observation results. The main focus was on the students’ self-confidence, their immersion in the instructional material and their English pronunciation. In the light of the results, the researcher recommends that EFL teachers’ focus on developing learners’ communicative competence through the implementation of various effective techniques. Furthermore, the researcher suggests the utilization of technological devices to increase the quality of learning and achieve the desired outcomes. Keywords: 3D virtual reality; communicative competence; EFL.