The effective of an instructional program based on social interactional theory on speaking skills in Arabic language among ninth grade female students in Jordan
Authors:
Article info
2019-03-02
2019-04-04
89 - 110
Keywords
- Grade Nine.
- Speaking Skills
- Interactive Theory
Abstract
This study aimed at exploring the impact of an instructional program based on social interactive theory on speaking skills among ninth grade female students in Jordan. The participants of the study consisted of (67) female students from jirina high school for Girls under the Directorate of Madaba District.This school was purposely selected, where sections of grade nine were distributed randomly into two groups: an experimental group (33) and a control group (34). To achieve the goals of the study, the researchers developed an instructional program based on the social interactive theory and speaking test. The speaking test was applied regarding the two groups, before and after the implementation of instruction. The experimental group underwent six weeks of instruction using the developed instructional program, while the control group was exposed to the currently running instructional program for these six weeks. Results showed statistically significant differences at (α= 0.50) among the two groups that can be attributed to the impact of the instructional program at all speaking skills in favor of the experimental group.
Alshawabkh, E., & Alhaddad, A. (2021). The effective of an instructional program based on social interactional theory on speaking skills in Arabic language among ninth grade female students in Jordan. An-Najah University Journal for Research - B (Humanities), 35(1), 89–110. https://doi.org/10.35552/0247-035-001-004
[1]E. Alshawabkh and A. Alhaddad, “The effective of an instructional program based on social interactional theory on speaking skills in Arabic language among ninth grade female students in Jordan,” An-Najah University Journal for Research - B (Humanities), vol. 35, no. 1, pp. 89–110, Jan. 2021, doi: 10.35552/0247-035-001-004.
Alshawabkh, Ebtesam, and Abdelkareem Alhaddad. “The Effective of an Instructional Program Based on Social Interactional Theory on Speaking Skills in Arabic Language among Ninth Grade Female Students in Jordan.” An-Najah University Journal for Research - B (Humanities), vol. 35, no. 1, Jan. 2021, pp. 89–110. Crossref, https://doi.org/10.35552/0247-035-001-004.
1.Alshawabkh E, Alhaddad A. The effective of an instructional program based on social interactional theory on speaking skills in Arabic language among ninth grade female students in Jordan. An-Najah University Journal for Research - B (Humanities) [Internet]. 2021 Jan;35(1):89–110. Available from: http://dx.doi.org/10.35552/0247-035-001-004
Alshawabkh, Ebtesam, and Abdelkareem Alhaddad. “The Effective of an Instructional Program Based on Social Interactional Theory on Speaking Skills in Arabic Language among Ninth Grade Female Students in Jordan.” An-Najah University Journal for Research - B (Humanities) 35, no. 1 (January 2021): 89–110. https://doi.org/10.35552/0247-035-001-004.
أثر برنامج تدريسيّ قائم على النّظريّة التّفاعليّة الاجتماعيّة في التّحدث في اللغة العربية لدى طالبات الصّف التّاسع الأساسيّ في الأردنّ
المؤلفون:
معلومات المقال
2019-03-02
2019-04-04
89 - 110
الكلمات الإفتتاحية
- Grade Nine.
- Speaking Skills
- Interactive Theory
الملخص
هدفت الدّراسة إلى كشف أثر برنامج تدريسيّ قائم على النّظريّة التّفاعليّة الاجتماعيّة في التّحدث لدى طالبات الصّف التّاسع الأساسيّ في الأردنّ. تكوّن أفراد الدّراسة من (67) طالبة من مدرسة جرينة الثّانويّة للبنات التّابعة لمديريّة تربية مادبا، اختيرت المدرسة قصديّاً، ووُزّعت الشُعَب عشوائيًّا على مجموعتين: تجريبيّة وعددها(33) وضابطة وعددها (34). ولتحقيق أهداف الدّراسة، أَعدّ الباحثان البرنامج التّدريسيّ واختبار التّحدث الموقفيّ. طُبّق اختبار التّحدث على المجموعتين قبل التجربة وبعدها. درست المجموعة التّجريبيّة مدة ستّة أسابيع وفق البرنامج التّدريسيّ، ودرست المجموعة الضّابطة المدّة نفسها وفق البرنامج الاعتياديّ. أظهرت نتائج الدّراسة وجود فروق ذات دلالة إحصائيّة عند مستوى (α= 0.05) بين المجموعتين تُعزى إلى أثر البرنامج التّدريسي في جميع مهارات التّحدث لصالح المجموعة التجريبية.
Alshawabkh, E., & Alhaddad, A. (2021). The effective of an instructional program based on social interactional theory on speaking skills in Arabic language among ninth grade female students in Jordan. An-Najah University Journal for Research - B (Humanities), 35(1), 89–110. https://doi.org/10.35552/0247-035-001-004
[1]E. Alshawabkh and A. Alhaddad, “The effective of an instructional program based on social interactional theory on speaking skills in Arabic language among ninth grade female students in Jordan,” An-Najah University Journal for Research - B (Humanities), vol. 35, no. 1, pp. 89–110, Jan. 2021, doi: 10.35552/0247-035-001-004.
Alshawabkh, Ebtesam, and Abdelkareem Alhaddad. “The Effective of an Instructional Program Based on Social Interactional Theory on Speaking Skills in Arabic Language among Ninth Grade Female Students in Jordan.” An-Najah University Journal for Research - B (Humanities), vol. 35, no. 1, Jan. 2021, pp. 89–110. Crossref, https://doi.org/10.35552/0247-035-001-004.
1.Alshawabkh E, Alhaddad A. The effective of an instructional program based on social interactional theory on speaking skills in Arabic language among ninth grade female students in Jordan. An-Najah University Journal for Research - B (Humanities) [Internet]. 2021 Jan;35(1):89–110. Available from: http://dx.doi.org/10.35552/0247-035-001-004
Alshawabkh, Ebtesam, and Abdelkareem Alhaddad. “The Effective of an Instructional Program Based on Social Interactional Theory on Speaking Skills in Arabic Language among Ninth Grade Female Students in Jordan.” An-Najah University Journal for Research - B (Humanities) 35, no. 1 (January 2021): 89–110. https://doi.org/10.35552/0247-035-001-004.
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