الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
• Introduction
Verbal communication is the most common among people. It is not limited to certain settings. Instead, it covers all daily situations. It is the goal and outcome of learning and teaching languages because if the acquired knowledge is not applied, it is valueless. The value of knowledge is evaluated according to the extent of use and application.
Verbal communication comprises two parts (i.e., listening and speaking). Good listening is a key to developing speaking. In other words, a child can’t speak well without listening to correct pronunciation. Sound listening helps the child master the spoken language and speak fluently. A child always listens to the mother tongue with correct articulation and syllables with unified use in vocabulary and style. Moreover, what a child listens to in childhood is stored in memory. In sum, mimicking is the most significant factor in language learning.
Listening and speaking in primary school are two basic skills and dominate most school activities. As two important experiences of student life, they should be planned in curricula using strategies, methods, and ways based on effectiveness and activity, triggering thinking, challenging capabilities, and motivating energy. Active learning is one of the strategies interested in student participation and positiveness in education. It covers all educational practices and teaching procedures, which aim to revitalize and activate student role and autonomous learning through various educational activities, especially under technological advances, including the interactive whiteboard that enriches the material, facilitates concept building, rises interest, and meets learning needs in an exciting and attractive manner to promote learner interaction and role in education.
Therefore, there is an urgent need to pay attention to and develop programs for the fifth year primary school students, especially in verbal communication, to meet their needs, develop their abilities, and bridge the gaps they encounter.
• Statement of the Problem
The problem of the study is defined in the poor verbal communication skills and the lack of programs of Arabic programs, especially in verbal communication, among the fifth year primary school students. These programs should be developed to promote student capabilities and trigger their motivation. Moreover, education requires modern strategies to develop these skills, including active learning strategies using the interactive whiteboard. Thus, the problem of the present study is defined by asking the following questions:
Questions
1. What is the effectiveness of the proposed program based on active learning in developing listening skills among fifth year primary school students?
2. What is the effectiveness of the proposed program based on active learning in developing speaking skills among fifth year primary school students?
• Significance
The present study is significant because
1. It makes a list of the sub-skills of verbal communication (i.e., listening and speaking) to be used by teachers, planners, and educators.
2. It develops a test of listening skills and another of speaking skills among fifth year primary school students that may benefit curriculum designers.
3. It develops a proposed program of using some active learning strategies using the interactive whiteboard to develop verbal communication skills among the fifth year primary school students for the use of curriculum developers.
Limits
- Temporal limits: The first semester of 2021- 2022
- Spatial limits: A primary co-school in Shandawil, Maragha, Sohag
- Human limits: A sample of the fifth year primary school students in a co-school, Shandawil, Maragha, Sohag
- Object limits:
Some active learning strategies: (Dialogue and discussion, role-playing, and educational games)
Some speaking skills
Some listening skills
• Methodology
- The study adopted the descriptive method and the experimental method (one group design) to explore the relation between the independent and dependent variables.
• Variables
1. Independent variable: A proposed program based on some active learning strategies using the interactive whiteboard
2. Dependent variable: Verbal communication skills (listening- speaking) among the fifth year primary school students.
• Materials and Tools
The researcher developed the following materials and tools
1- Materials:
A- A program based on active learning using the interactive whiteboard to develop verbal communication skills with a manual
B- Student book
2- (Two) Tools:
- A test of listening skills among fifth year primary school students
- A test and an observation card of the speaking skills among fifth year primary school students
• Procedures
The study procedures include
1- Reviewing the relevant educational literature to develop the theoretical framework, materials, and tools.
2- A theoretical study on
a. Verbal communication and its significance and subskills
b. Active learning: Its concept, multiple strategies, characteristics, educational significance, uses in education, as well as teacher’s and learner’s role.
c. Interactive whiteboard: Its concept, significance in education, capabilities, and role in developing verbal communication skills.
3- Identifying appropriate verbal communication skills (listening and speaking) for the fifth year primary school students, as follows:
a. Results of the literature
b. Nature of Arabic language course
c. Nature of the primary stage students
d. Educational literature regarding listening and speaking skills
4- Preparing a proposed program based on some active learning strategies using the interactive whiteboard with a manual
5- Preparing a student book
6- Validating the proposed program, its manual, and student book by presenting them to a group of reviewers and specialists in curriculum, instruction, and educational technology to ensure their validity, modify them, and develop the final form in the light of opinions and suggestions
7- Preparing a test of listening skills to assess the performance of the fifth year primary school students (study group) in listening skills
8- Preparing a test of speaking and an observation card of the speaking skills to assess the performance of the fifth year primary school students (study group) in speaking skills
9- Presenting the tests of listening and speaking and the observation card to a group of reviewers and doing the pilot study to ensure soundness, validity, and reliability
10- Statistical validation of the tools
11- Testing the study sample (one experimental group)
12- Pre-test of the test of listening skills, observation card, and test of speaking skills
13- Doing the study experiment by implementing the proposed program based on active learning using the interactive whiteboard
14- Post-test of the tests of listening and speaking skills
15- Discussing results to identify the effectiveness of the program
16- Making recommendations and suggestions based on the results.
• Results
1. A list of verbal communication skills (listening and speaking) appropriate for the fifth year primary school students: 10 listening skills and 10 speaking skills
2. Effectiveness of the proposed program based on some active learning strategies using the interactive whiteboard in developing verbal communication skills among fifth year primary school students, suggesting that
- There are statistically significant differences at the level of (0.05) between the means of the fifth year primary school students’ scores who studied using the proposed program based on some strategies of active learning using the interactive whiteboard in the pre-test and post-test of listening skills in favor of the post-test.
- There are statistically significant differences at the level of (0.05) between the means of the fifth year primary school students’ scores who studied using the proposed program based on some strategies of active learning using the interactive whiteboard in the pre-test and post-test of speaking skills in favor of the post-test.
• Recommendations
Based on the results, the study recommends
- Interest in developing verbal communication skills among the students of various stages of education by upgrading current instruction methods for the sake of active participation in learning
- Interest of those in charge of the training courses for teachers by organizing training courses to introduce verbal communication skills and levels and modern instruction strategies to enable them to develop these skills among students
- Training teachers in preparing listening and speaking tests to identify verbal communication skills and achievement levels of students
- Motivating the teachers of Arabic to employ active learning using the interactive whiteboard in teaching to develop verbal communication skills, i.e., listening and speaking among students
- Training student teachers in teaching active learning using the interactive whiteboard in Arabic in the course of the instruction of Arabic at the faculties of education
- Preparing a teacher guide of Arabic for the primary school according to active learning philosophy and procedures using the interactive whiteboard, taking into account the major steps and use of the strategy and the role of teachers and learners in carrying out the strategy
Suggestions for Further Study
In the light of the results, the researcher recommends
1- Developing a proposed program based on active learning using the interactive whiteboard to promote reading skills among the primary school students with reading difficulties
2- Conducting similar studies in other stages and different achievement levels
3- Developing a proposed program based on active learning using the interactive whiteboard to promote critical reading skills among the primary and preparatory school students
4- Impact of active learning using the interactive whiteboard on other variables, such as problem-solving and critical and creative thinking skills