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Abstract This section deals with summary of the study including statement of the problem, aim, instruments, significance, hypotheses, delimitations, variables, procedures, findings, and recommendations of the study besides suggestions for further research. Statement of the Problem The problem of this study focused on the low level of the first grade preparatory stage pupils in EFL communicative competence (oral and written). To investigate this problem, the present study attempted to answer the following main question: What is the effect of using a program based on the constructivist approach on developing EFL communicative competence (oral and written) among the first grade preparatory stage pupils? This question can be divided into the following sub- questions: 1- What are the EFL oral communicative competence skills required for the first grade preparatory stage pupils? 2- What are the EFL written communicative competence skills required for the first grade preparatory stage pupils? 3- What are the features and theoretical bases of the program based on the constructivist approach for developing the EFL communicative competence (oral and written) among the first grade preparatory stage pupils? 4- What is the effectiveness of the program based on the constructivist approach in developing the EFL communicative competence (oral and written) among the first grade preparatory stage pupils? Aim of the Study The present study aimed at conducting a program based on the constructivist approach and investigating its effectiveness in developing EFL communicative competence among the first grade preparatory stage pupils. Instruments of the Study The following instruments were classified into two types: measurement and treatment instruments. The measurement instruments included: An EFL oral communicative competence skills list. An EFL written communicative competence skills list. An EFL oral communicative competence skills test (used as a pre-post test) and a rubric for correction. 270 An EFL written communicative competence skills test (used as a pre-post test) and a rubric for correction. The treatment instrument included: A program based on the constructivist approach and investigating its effectiveness in developing EFL communicative competence (oral and written) among the first grade preparatory stage pupils. Hypotheses of the Study 1. There is a statistically significant difference between the mean scores of the first grade preparatory pupils in the pre and post application of the EFL oral and written communicative competence skills tests in favor of the post application of the tests. 2. There is a statistically significant difference between the mean scores of the first grade preparatory pupils in the pre and post application of the EFL oral communicative competence skills test (as a whole) in favor of the post application of the test. 3. There are statistically significant differences between the mean scores of the first grade preparatory pupils in the pre and post application in each sub- skill of the EFL oral communicative competence skills test (pronunciation- grammarvocabulary- interaction) in favor of the post application of the test. 4. There is a statistically significant difference between the mean scores of the first grade preparatory pupils in the pre and post application of the EFL written communicative competence skills test (as a whole) in favor of the post application of the test. 5. There are statistically significant differences between the mean scores of the first grade preparatory pupils in the pre and post application in each sub- skill of the EFL written communicative competence skills test (word recognitionvocabulary- grammar and structure- mechanics -content and organization) in favor of the post application of the test. Significance of the Study The significance of the present study lies in the following: Developing the EFL communicative competence among the first grade preparatory stage pupils. Giving pupils the opportunity to develop their communicative competence so that they can master some oral and written skills in order to help them write and speak correctly. Calling teacher‟s attention to the importance of developing pupils‟ awareness of their learning for improving communicative competence. 271 Providing EFL teachers with oral and written tests for investigating communicative competence. Presenting a training program based on constructivist approach to EFL teachers for teaching communicative competence with its oral and written aspects and indicating how to implement it. Providing EFL teachers and curriculum designers with a program based on the constructivist approach for developing the communicative competence. Delimitations of the Study The present study was limited to: Some EFL oral communicative competence skills required for participants of first grade preparatory stage pupils including pronunciation, grammar, vocabulary, and interaction. Some EFL written communicative competence skills required for participants of first grade preparatory stage pupils including word recognition, vocabulary, grammar and structure, mechanics besides content and organization. Some models and methods based on the constructivist approach (The 5Es model and the inquiry- based learning method). A sample of the first grade preparatory stage pupils at a Preparatory School, Qalubiya Governorate during the second term of the academic year 2020/2021. This sample was chosen because the pupils are in a new stage and they are required to have certain skills whether oral or written to enhance their performance in interacting with the other while speaking and writing e- mails as well as blog posts. Procedures of the Study To answer the questions of the study, the following procedures were followed: 1- Identifying the EFL oral and written communicative competence skills required for the first grade preparatory stage pupils through: Reviewing literature and previous studies related to EFL oral and written communicative competence skills. Conducting a list of EFL oral communicative competence skills required for the first grade preparatory stage pupils. Conducting a list of EFL written communicative competence skills required for the first grade preparatory stage pupils. Submitting the lists to a panel of jury. Modifying the lists according to the jury‟s suggestions. 2- Identifying the features and theoretical bases of the program based on the constructivist approach for developing the EFL oral and written 272 communicative competence skills among the first grade preparatory stage pupils through: Reviewing literature and studies related to the constructivism, the constructivist approach, and EFL oral and written communicative competence skills. Determining the assumptions of the program based on the constructivist approach Determining the objectives of the program. Determining the content of the program. Determining the procedures, strategies, and methods of implementing the program. Determining the evaluation instruments of the program. 3- Identifying the effectiveness of using the program based on the constructivist approach in developing the EFL oral and written communicative competence skills among the first grade preparatory stage pupils through: Conducting an EFL oral communicative competence skills test to be used as a pre- post test and a rubric for correction. Conducting an EFL written communicative competence skills test to be used as a pre- post test and a rubric for correction. Submitting the instruments to a panel of jury to verify its validity. Modifying the instruments according to the jury‟s suggestions. Identifying a sample of first grade preparatory stage pupils as the study participants. Applying the tests to the study participants as pre- tests. Administering the program based on the constructivist approach to the study participants. Administering the EFL oral and written communicative competence posttests to the study participants. Collecting data and statistically analyzing them. Analyzing and interpreting findings. Recommendations and suggestions. Results of the Study The results of the present study supported the five hypotheses and were concluded as follow: 1. There was a statistically significant difference between the mean scores of the first grade preparatory pupils in the pre and post application of the EFL oral and written communicative competence skills tests in favor of the post application of 273 the tests, where the t-value was (-32.852) which was significant at the (.000) level of significance. 2. There was a statistically significant difference between the mean scores of the first grade preparatory pupils in the pre and post application of the EFL oral communicative competence skills test (as a whole) in favor of the post application of the test, where the t-value was (-21.986) which was significant at the (.000) level of significance. 3. There were statistically significant differences between the mean scores of the first grade preparatory pupils in the pre and post application in each sub- skill of the EFL oral communicative competence skills test (pronunciation- grammarvocabulary- interaction) in favor of the post application of the test which were significant at the (.000) level of significance. 4. There was a statistically significant difference between the mean scores of the first grade preparatory pupils in the pre and post application of the EFL written communicative competence skills test (as a whole) in favor of the post application of the test, where the t-value was (-34.959) which was significant at the (.000) level of significance. 5. There were statistically significant differences between the mean scores of the first grade preparatory pupils in the pre and post application in each sub- skill of the EFL written communicative competence skills test (word recognitionvocabulary- grammar and structure- mechanics -content and organization) in favor of the post application of the test which were significant at the (.000) level of significance. Recommendations In the light of the present study results, the following recommendations are made according to pupils, teachers, and curriculum designers: Recommendations related to the pupils It is highly recommended that pupils should be given enough time for practicing oral and written communicative competence skills and provided with frequent feedback including reinforcement and advice. Pupils get engaged in collaborative learning through pair work, group work, discussion and communication whether in small or large groups. Recommendations related to the teachers English language teachers should emphasize the development of oral and written communicative competence skills among pupils especially in the early stage and confirm on using the various models, strategies, and methods of the constructivist approach inside the classroom to enhance learning environment. 274 Teachers should be trained on how to use the constructivist approach based programs in their teaching to enhance the learning process. Recommendations related to the curriculum designers Curriculum designers should take into consideration the oral and written communicative competence skills. These skills should be given more attention during designing the English courses for preparatory stage pupils. More efforts should be exerted in the direction of providing preparatory stage pupils with appropriate programs to develop oral and written communicative competence skills. The present constructivist approach based program can be adopted for developing oral and written communicative competence skills. Models and methods of the constructivist approach proved to be effective in designing other programs for enhancing other language skills. Suggestions for Further Research Based on the results of the present study, the following are some suggestions for further research: Further research is needed to investigate the effectiveness of applying a constructivist approach based program in developing EFL oral communicative competence skills among secondary school students. Other studies are needed to a constructivist approach based program in developing EFL written communicative competence skills among secondary school students. Further studies are needed for exploring a constructivist approach based program in developing EFL vocabulary and grammar skills among preparatory school pupils. Further research can be conducted to investigate the effectiveness of using the multisensory approach in developing EFL communicative competence among preparatory stage pupils. Further research is also needed to explore the effect of using a computerized program in developing EFL productive skills oral and written) among primary stage pupils. |