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Abstract This chapter presents a summary of the results, methodology, discussion, limitations, pedagogical implications , recommendations and suggestions for further research. 5.1. Summary of the Results The results showed that there were statistically significant differences between the mean scores of the experimental group students and those of the control group students in the reading/writing post - test in favour of the scores of the experimental group students.The results showed also that there were statistically significant differences between the mean scores of the reading/writingpre-post tests of the experimental group in favour of the posttest scores. 5.2. Methodology 5.2.1. Design The current study used the quasi-experimental design to investigate the effect of the proposed program which is based on Beyond Constructivism Paradigm ( Knowledge Navigation) on developing the prep students’ English reading and writing proficiency. In the present study, two classes were selected randomly in order to represent the experimental and the control groups. The experimental group students received the instruction through the proposed program. On the other hand, the control group students received regular instruction. Moreover, a pre-post test was administered to the two groups. 150 5.2.2. Participants Participants of this study were 50 students at the 2nd year of the prep stage in Hassan Abo Bakr Experimental School in Alkanater Alkhairya District. The participants were selected randomly from the second term of the academic year 2014/2015. They were assigned into two groups : an experimental group and a control one. Each group consisted of 25 students. The age of those students ranged from 13-14 years. 5.2.3. Study Instruments 5.2.3.1.The Reading skills Checklist. The rationale for developing a reading skills checklist was to determine the most important reading skills necessary for the second year prep students. Based on this checklist, the reading/ writing skills pre-post test was designed by the researcher. 5.2.3.2. The Writing Skills Checklist. The rationale for developing a writing skills checklist was to determine the most important writing skills necessary for the second year prep students. Based on this checklist, the reading/writing skills pre-post test was designed by the researcher. 5.2.3.3. The Reading/Writing Skills Test. Based on reading and writing skills checklists , the researcher developed a reading/writing skills test. The test was used as a pre-post instrument to assess the reading/writing skills of the experimental and control group students before and after administering the program and consequently to investigate the effect of the program. 5.2.3.4. Scoring Rubric. This rubric was prepared by the researcher to provide the rater with clear and accurate standards on which she can depend to rate the test. This rubric prevents bias to any of the participants. It is a guideline that can be used to provide consistency in evaluating student work. It helps the raters to give almost consistent scores. It provides a measurement system for specific tasks. The benefits of using a rubric are creating a more objective method of scoring and identifying specific criteria to evaluate students . 5.2.3.5. Satisfaction Questionnaire This questionnaire was prepared by the researcher in order to measure the participants’ satisfaction with the program and assess how much the program was successful. This questionnaire was administered after the end of the program on the experimental group only . 5.3. Discussion The purpose of this study was to investigate the effect of using a program based on beyond constructivism paradigm on developing the prep students’ English reading and writing proficiency. The t-test for independent groups was used to compare the mean scores of the experimental group students and those of the control group students in the reading post - test. The results showed that there were statistically significant differences between the mean scores of the experimental group students and those of the control group students in the reading post - test in favour of the scores of the experimental group students. The results reached by this study coincide with the studies of Mohamed ( 2010), Gass, Mackey and Ross (2005), Lin and Chin (2007),Tsinghong (2009, Arnold (2006), Hsieh, Cho, Liu, and Schallert, (2008), Saine 2010), Schoeller and McKevitt (2013), Abu El- khair (2014), El khateeb (2012), VanWyk and Louw( 2008), Anjel and James (2004), and Huang (2008),. The t-test for independent groups was used to compare the mean scores of the experimental group students and those of the control group students in the writing post - test. The results showed that there were statistically significant differences between the mean scores of the experimental group students and those of the control group students in the writing post - test in favour of the scores of the experimental group students.This indicates that the Knowledge navigation activities performed by the experimental group students were rich enough to improve their use of written expression. This improvement in writing due to training on technology enhanced learning because the learners had the opportunity to write using the internet which exposed them to new idea, expressions and vocabulary which they could make use of in further writing assignments.This was confirmed in previous studies as Cononelos And Oliva , (1993) Warshcauer, (1996), Beauvois, (1998), Beauvois (1998), Kevin (2000), Mostafa (2007), Jebreen (2008) ,Kocoglu (2010),Vurdien (2011), Oxnevad, (2013), Apple (2011), Chen, (2008), Chou & Chen, (2008), Raman(2005) and Vaughan (2008). 5.4. Limitations 1-The sample size is the first limitation in this study. The number of participants was determined by the total number of the class which consisted of twenty-nine students. Only twenty-five students attended regularly and participated in the program. 2-The researcher found a big problem when he wanted to implement the program because there was a problem in the equipment and there was a problem to find a well qualified teacher to implement the program if the equipment was available. 3-The researcher faced the problem of the internet speed which caused some trouble to the instructor who has a limited time to finish the lesson because the participants have other lessons. 4-Designing an independent proposed program which is not built on the participants’ syllabus is another challenge. The program needed additional time to be implemented. If the program is built on the content of the textbooks, it will be easier to implement it during the class lessons. 5-The mid-term exams caused a problem to this research because students were involved in these exams. Therefore, they did not want to do the assignments because they were preparing for the exams. Also the students were not free during these exams. 5.5. Pedagogical Implications This research offers a number of implications to be considered in EFL classroom. Since the participants’ English reading and writing proficiency developed due to the beyond constructivism paradigm, learners should be made aware of beyond constructivism paradigm and instructed to make use of it to improve their future learning. Teachers should teach their students how to read and write using beyond constructivism paradigm. Learning paradigms are still very much founded in a content-driven and knowledge production paradigms. The rapid developments in information and communication technology have and will continue to have a profound impact on information processing, knowledge production and learning paradigms. Students need to know the increasing role and impact of technology on education to be stimulated and encouraged to use technology in learning. Institutions should move away from providing content per se to learners. It is necessary to focus on how to enable learners to find and identify information. Learners should know how to integrate knowledge in their world of work and life, to solve problems and to communicate this knowledge to others. This study shows that technology is a necessary component and should be integrated into practice in language education, not just to enhance or extend existing practice, but to change practice. Technology is transforming the way we live. Students’ abilities and desires should be exploited in an exemplary way for the benefit of both the students and the curriculum development. Students spend most of their time on the internet, so it can be a good way to spend some of this time learning from the internet in order that they cannot be bored with learning or with their teachers’ methods. The findings of this study indicated that participants’ English reading and writing proficiency appeared to have improved after they had experienced the beyond constructivism paradigm based program. A classroom implication for this is that ICT should be integrated in English language classrooms. For most students in the study, EFL classroom is the place where they primarily experience the target language and practice the language skills. In order to prepare the students with the language they tend to use in real-life situations, EFL teachers have to train students in a normal way using computers. Therefore, students would not experience much difficulty dealing with the internet in reading, and writing to other people in English. Reading and writing in a traditional language class do not present a real language use. If EFL students are limited to the use of books, notebooks and board in reading and writing, they will miss the real interactions with others. If students really interact with others through the internet, it will give them more confidence and their language will develop. Teaching reading and writing in an integrative way saves time and effort of teachers and students. Knowledge Navigation Paradigm based instruction produced positive results concerning reading skills ( skimming, scanning, guessing and making inferences). It also produced positive results concerning writing skills (content, organization, style and mechanics). The findings of the study also imply that teachers can promote students’ attitudes towards language learning by providing materials and activities that are interesting and useful for students’ goals. Students should be provided with opportunities to practise reading and writing in a more communicative way. Holding written dialogues with real people on the internet fosters students’ reading and writing abilities and encourages long life learning. Knowledge navigation presents a unique opportunity to combine a wide range of effective instructional practices in one activity, integrating technology, collaborative learning, critical thinking, authentic assessment and navigation. In this study, Knowledge navigation has a lot of contributions on the students’ learning. It increases the students’ motivation to learn through the challenge of confronting authentic tasks. Knowledge navigation creates an opportunity for collaboration as students need to work together online to complete a task. Collaborative tasks prevent the feeling of isolation students may have when encountering problems for the first time, as there will be peer support provided through group work. This will also help maintain motivation at a higher level as they must continue to work together toward achieving a common goal. A clear implication of the study results is that beyond constructivism paradigm based learning should be emphasized as an essential tool for developing reading and writing proficiency. Teacher education programs should provide teachers with the opportunity to familiarize themselves with future learning paradigms, share ideas and collaborate with each other on new technology projects. In addition, enhancing the integration of technology in schools requires a ready access to technology resources and ongoing support. Schools should provide teachers with modern technologies and technical infrastructure that support effective teaching and learning. Teachers should be aware of the importance of the ICT in developing students’ reading and writing proficiency as the traditional method in teaching reading and writing is less effective. Knowledge Navigation based instruction provides students with immediate feedback and different types of reinforcement. Using the internet in the learning process encourages students to be more cooperative and active when doing an activity. Teachers should find quality resources that support their teaching and fit their curriculum This study was limited to one stage and only 50 students participated. Therefore, further research needs to be carried out. The same study should be conducted in different stages in Egypt and results can be compared to the results of this study to be of benefit to the field of education. Adapting the same study to a different culture and comparing the results may also open ways for further research in the field of education. Further research needs to be done involving secondary stage and university students in Egypt. With the increased importance placed on reading and writing in Egypt, it would be beneficial for additional research to be conducted in other settings to determine the effects of beyond constructivism paradigm on student reading and writing proficiency, even outside Egypt. 5.6. Recommendations: In the light of the results obtained in the current study, a number of recommendations could be helpful in the methodology of teaching English as a foreign language (EFL).These recommendations are: A- Ministry of Education The current program can be adopted for teaching reading and writing skills to students at the secondary stage and university taking into consideration students’ age, needs, interests and linguistic proficiency level. Reading and writing skills should be given more attention in Egyptian EFL classes. More time and effort should be exerted to develop these skills and their sub-skills. More concentration should be given to creating a place in the prep school students’ curriculum for the internet. Training courses on future paradigms especially Knowledge Navigation should be given to EFL teachers. Knowledge Navigation Paradigm is recommended as a learning strategy that helps students understand how to navigate and to make students selfreliant, adaptive and life long learners. There should be a sort of detailed clarification regarding Knowledge Navigation Paradigm for both teachers and students. B-Teachers EFL teachers should adopt Knowledge Navigation Paradigm which emphasizes the importance of Navigation and insists that education should not be concerned with what or how to learn, but how to navigate in the world of knowledge explosion. EFL teachers should develop learners’ skills and strategies to continue to learn, making learning experiences meaningful and relevant to the learner’s life. EFL teachers should make students aware of the importance of the internet in acquiring new skills. EFL teachers should be aware of individual differences and learning styles. They should be aware of learners’ characteristics while teaching reading and writing skills to be able to provide different tasks and activities. A student-centered philosophy in the teaching and learning should be adopted to replace the teachers full domination. C- Students: Students should be given a humanistic learning environment where they can practise reading and writing skills in a friendly, supportive and anxiety-free way. EFL learners’ reading and writing skills should be improved through communication, collaboration, problem solving and navigation. Students should share more responsibilities in their learning. They should have independent chances to practice reading and writing, and more opportunities to self-evaluate their performance. 5.7. Suggestions for Further Research: Replication of this study with modification is recommended. While the purpose of the study was to investigate the effect of knowledge Navigation on developing second year prep students English reading and writing proficiency, subsequent studies must offer additional evidence about the effect of this paradigm: Further research is needed to develop other language skills (listening, and speaking ) using Beyond Constructivism Paradigm (Knowledge Navigation) as the present study provided support to the effect of the program on developing some reading and writing skills of the second year prep students. Further research is needed with other student populations at different levels of education and in different locations with the purpose of investigating the effect of Beyond Constructivism Paradigm (Knowledge Navigation) in developing their reading and writing skills. Other studies are needed to investigate the effect of conducting similar program over a longer period of time on students language skills. Similar programs can also be applied with different set of reading and writing skills and with different samples. |