فعالية استراتيجية التعلم القائم على المشروعات في تطوير مهارة الكتابة لدى متعلمي اللغة الإنجليزية كلغة أجنبية
الشريط الجانبي للمقالة
محتوى المقالة الرئيسي
الملخص
أُجريت هذه الدراسة للتحقق من فعالية استراتيجية التعلم القائم على المشروعات في تطوير مهارة الكتابة لدى متعلمي اللغة الإنجليزية كلغة أجنبية في قسم اللغة الإنجليزية بكلية التربية، جامعة صنعاء. ونظرًا لطبيعة الدراسة، تم استخدام المنهج البحثي شبه التجريبي. كما تم تطبيق تصميم كمي؛ حيث أُجري اختبار قبلي/بعدي في مهارة الكتابة على عينة مكونة من 80 طالبًا. استخدمت الدراسة المتوسطات الحسابية، والانحرافات المعيارية، واختبار "ت "(t-test)، ومربع إيتا (η²)، ومعادلة "بلاك" لمعدل الكسب لتحليل البيانات. خضع المشاركون لأربع وعشرين جلسة استمرت لفصل دراسي كامل، وأجروا اختبارًا قبل وبعد تطبيق استراتيجية التعلم القائم على المشروعات. كشفت النتائج أن مستوى مهارة الكتابة لدى المشاركين قد تطور بشكل كبير، وأنه كان هناك فرق ذو دلالة إحصائية في درجات المشاركين قبل وبعد استخدام استراتيجية التعلم القائم على المشروعات، مما يشير إلى أن فعالية هذه الاستراتيجية في تنمية مهارة الكتابة لدى المتعلمين كانت عالية جدًا. وهذا يعني أن هذه الاستراتيجية كانت ناجحة جدًا في تطوير مهارة الكتابة لدى المتعلمين في جامعة صنعاء. وبناءً عليه، تم التوصية للمعلمين والمتخصصين وغيرهم بتدريس اللغة الإنجليزية، وخصوصًا مهارة الكتابة، من خلال استراتيجية التعلم القائم على المشروعات.
This investigation aimed to ascertain the efficacy of a project-based learning strategy approach in developing the writing skills of English as a Foreign Language (EFL) learners within the English Department, Faculty of Education, Sana'a University. A quasi-experimental research methodology was employed, consistent with the study's exploratory nature. The quantitative design involved administering a pre- and post-intervention writing skill test to a cohort of 80 students. Data analysis was conducted using descriptive statistics, including means and standard deviations, alongside inferential statistics such as the t-test and Eta squared (η2), and Blake's gain score.
Participants engaged in twenty-four instructional sessions spanning a full academic semester. Their writing skills were assessed both prior to and following the implementation of the project-based learning strategy. The empirical findings unequivocally demonstrated a substantial improvement in the participants' writing skill levels. Furthermore, a statistically significant difference was observed between the pre- and post-intervention scores, strongly indicating the profound effectiveness of the project-based learning strategy in fostering the development of learners' writing abilities. Consequently, the project-based learning strategy proved highly successful in cultivating writing proficiency among students at Sana'a University. Based on these compelling results, it is strongly recommended that educators, subject matter experts, and other relevant stakeholders adopt the project-based learning strategy for English language instruction, particularly for the development of writing skills.
المقاييس
تفاصيل المقالة
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