الفهرس 
Chapter One Problem and Its ContextOnly 14 pages are availabe for public view
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Abstract
The problem of the current research lies in the obvious weakness of
Tourism and Hotels secondary stage students’ EFL productive skills
(speaking and writing skills). Many of them showed surface levels of EFL
productive skills as they were poor speakers and poor writers. A pilot study
was conducted to document that problem. The results of the pilot study
revealed that students’ speaking problems included using inappropriate
words and expressions in communication and conversations, lacking
confidence in speaking, inability to pronounce words and expressions
properly, insufficient knowledge of grammar and structure, mispronouncing
words and sentences. They were unable to describe things or events, to give
and ask for information, to ask and answer questions, to make requests or to
take part in classroom discussions. The results of the pilot study also
revealed that students’ writing problems included their inability to write
paragraphs, letters and e-mails properly, lacking grammar knowledge,
having inadequate vocabulary related to tourism and hospitality and
insufficient skills of writing.
This weakness may be due to several reasons such as unsuitable
teaching and learning method and approaches devoted to productive skills
development, insufficient time devoted to this aim, and inappropriate
teaching and learning aids. That is why the current research attempted to
investigate the effectiveness of using service-learning approach in
developing Tourism and Hotels students’ EFL productive skills.
This research aimed at developing Tourism and Hotels secondary
stage students’ EFL productive skills (speaking and writing) via using
service-learning approach. Two intact classes from the first year secondary
students in Al-Horeya Secondary School for Tourism Services and Hotels
Affairs were chosen at random and assigned to an experimental group and a
control group.
The researcher designed tests for each skill. One for each skill used as
a pretest and the other as a posttest, and a scoring rubric to be used for the
grading of the students’ responses. The SPSS statistics program was used for
analyzing data obtained from these tests. Findings revealed that using
service-learning approach was effective in developing Tourism and Hotels
Secondary Stage Students’ EFL productive skills (speaking and writing
skills).
Conclusion
The findings of this research revealed that using service-learning
approach in learning EFL productive skills developed Tourism and Hotels
students’ speaking skills and writing skills. The participants scores
outperformed in the post compared to the pre administration of the EFL
productive skills Test as a whole and its parts.
It was concluded that using service-learning approach helped
participants achieve better performance and progress in EFL
productive skills as it enabled them to be aware of, practice, and use
a variety of activities to speak and write properly and well. Learning
EFL productive skills via engaging learners in service-learning
activities helped them be good speakers and good writers. They were
given the chance to deeply and actively engage in the learning
process and apply what they are learning inside the classroom in real
life situations outside the classroom by engaging them in hands-on
activities and become active participants in their community. The
power of learning through experience and real life situations allow
students to use multiple senses and increase their retention of what is
learned. Service-learning also increase motivation and engagement
for both students and teachers.
Recommendations
Based on the research findings, the following recommendations can
be offered:
1. Using service-learning approach is recommended to be applied in
teaching and learning other EFL skills. Service-learning approach
is recommended to be used in teaching and learning EFL reading
and listening.
2. More concern should be given to the students’ productive skills
(speaking and writing) in all the educational grades.
3. More attention should be paid to productive skills as they are very
important skills for Tourism and Hotels Secondary School
Students. That is because they have to master what they are going
to use in their future career.
4. Teachers should be trained on using the recent approaches that
place heavy emphasis on the students’ role in the learning process
and the creation of a meaningful authentic language learning
environment.
5. More concern should be given to Tourism and Hotels secondary
school students as that group of students is not given the required
interest.
6. In EFL contexts, adopting student-centered approaches is
recommended.
7. The variety of activities, resources, and tasks is recommended in
EFL classes.
8. It is recommended to enable and encourage EFL learners to use
variety of service-learning activities and tasks to become good
speakers and good writers.
Suggestions for Further Research
The research offers the following suggestions for further research:
1. Further research is needed to investigate the role of servicelearning approach as a dependent variable in developing other EFL
skills and aspects.
2. The effectiveness of using service-learning approach in developing
Tourism and Hotels’ Secondary Stage Students’ receptive skills.
3. The effectiveness of using service-learning approach in developing
other writing modes (expository, narrative, creative, expressive).
4. The effectiveness of using service-learning approach in developing
students’ reading skills.
5. The effectiveness of using service-learning approach in developing
students’ listening skills.
6. The effectiveness of using service-learning approach in developing
students’ oral communication skills.
7. The Effectiveness of using Engagement Strategies in developing
Tourism and Hotels Secondary School Students’ productive Skills.
8. Using service-learning approach in different stages, (elementary ,
preparatory, college, technical) teaching