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Abstract This chapter presents a summary of the study regarding the statement of the problem, hypotheses of the study, instruments and participants of the study. In addition, it reviews some important findings, recommendations and suggestions for further research. 5.1 Summary Writing is an essential skill for English as a foreign or second language. Technical writing tasks and using technical writing skills are necessary for the technical secondary school students to be acquired and mastered. In addition to the academic importance for writing and technical writing skills for the Industrial technical secondary school students, technical writing tasks and technical writing skills are essential and necessary for the labor market needs as well. Besides, most of literature presented the benefits and advantages of dynamic assessment for improving students’ learning and enhancing their interests and responsiveness towards learning and upgrading their skills. The following are some benefits of using dynamic assessment in learning as per; Monika Knodel, 1996; Hager El Tonsy, 2018; Tarjani Dakshesh Sheth, 2016; Kristine Jonson Davine, 2003 and others: - DA motivates students’ learning and progress - DA offers the students chances for being improved and upgraded, while it offers the teachers the ways of defining the students’ strength and weakness point to work on both of them. Summary, Conclusion and Recommendations ________________________________________________________________________ 154 - DA predicts the students’ potential learning - DA help teachers to estimate the students’ readiness for change and improving performance - DA provides mediation, help and guidance for the students during teaching and assessment processes According to what mentioned above, researching into dynamic assessment literature has suggested that using dynamic assessment can enhance the students’ learning and skills. Thus, there was a necessity to develop first year industrial technical secondary school students in technical writing tasks through using dynamic assessment. Statement of the problem The problem of this study is determined as that the students of industrial technical secondary schools have incompetence in English technical writing and they are incompetent of technical writing tasks as well. So, this study attempts to use a dynamic assessment based program to develop English technical writing tasks of the students of industrial technical secondary schools in the light of the different researches, previous studies results, the pilot study that has been done by the researcher and the job analysis of the participants. Therefore, the current study attempted to answer the following main question: “What is the effectiveness of a dynamic assessment based program in the light of the occupational analysis methodology to develop the English technical writing tasks of the EFL in the industrial technical secondary school? Summary, Conclusion and Recommendations ________________________________________________________________________ 155 In attempting to answer the main question, the following subquestions were answered: 1- What are the appropriate English technical tasks that suits to the 1st industrial technical secondary school students? 2- “What are the features of a dynamic assessment- based program in the light of job analysis methodology to develop technical writing tasks in English language for the 1st year students of industrial technical secondary school? 3- What is the picture of a dynamic assessment- based program in the light of job analysis methodology to develop technical writing tasks in English language for the 1st year students of industrial technical secondary school?” 4- What is the effectiveness of a dynamic assessment- based program in the light of job analysis methodology to develop technical writing tasks in English language for the 1st year students of industrial technical secondary school? 5.1.1. Participants of the study The participants of this study were (20), randomly chosen, Egyptian industrial technical secondary school students enrolled in Iron and steel production technician at El Sewedy Electric technical secondary school in the academic year 2020/2021. 5.2 Findings The analysis of the data showed clearly that the suggested program was effective in developing the 1st year students’ skills in technical writing tasks. The following hypotheses were verified: Summary, Conclusion and Recommendations ________________________________________________________________________ 156 1. There is a statistically significant difference at 0.01 level between the means score ranks of the participants in the pre and post administration on technical writing tasks as total scores in the favor of the posttest. 2. There is a statistically significant difference at 0.01 level between the means score ranks of the study participants in the pre and post administration on technical writing tasks as sub- skills in the favor of the posttest. 2.1. There is statistically significant difference at the level of significance (0.01) between the mean scores of the students in the pre and posttest in favor of the posttest regarding the skill of writing paragraphs with meaningful ideas. 2.2. There is statistically significant difference at the level of significance (0.01) between the mean scores of the students in the pre and posttest in favor of the posttest regarding the skill of select the correct subject. 2.3. There is statistically significant difference at the level of significance (0.01) between the mean scores of the students in the pre and posttest in favor of the posttest regarding the skill of writing correct paragraphs using the technical terminologies correctly. 2.4. There is statistically significant difference at the level of significance (0.01) between the mean scores of the students in the pre and posttest in favor of the posttest regarding the skill of writing a body that has supporting technical details. 2.5. There is a statistically significant difference at the level of significance (0.01) between the mean scores of the students in the pre and posttest in Summary, Conclusion and Recommendations ________________________________________________________________________ 157 favor of the posttest regarding the skill of writing using the correct templates/ forms for the needed purpose. 2.6. There is a statistically significant difference at the level of significance (0.01) between the mean scores of the students in the pre and posttest in favor of the posttest regarding the skill of organizing the titles according to the technical sequence. 2.7. There is a statistically significant difference at the level of significance (0.01) between the mean scores of the students in the pre and posttest in favor of the posttest regarding the skill of employing the obtained information under the written title. 3- The study group are generally satisfied with the dynamic assessment based program in developing their skills in technical writing tasks using English language All the above hypotheses were verified. Besides, the effectiveness of the program was measured and was calculated by using Ezzat’s corrected Gain Ratio and it was (2.13) that means the suggested program was effective. Moreover, the overall mean score in the posttest was (45.1) which is higher than the overall mean score of the pretest which was (14.9) this, also, indicates the high ratio of program effectiveness as well. Besides, the students who participated in the program were satisfied with the implemented program. 5.3 Conclusion This study aimed at investigating the effectiveness of a proposed program based on dynamic assessment for industrial technical secondary Summary, Conclusion and Recommendations ________________________________________________________________________ 158 schools students. The program was designed according to social constructivism theory along with the job analysis of the Iron and steel production technician which is the specialization of the study participants. The program aimed at developing five main skills with their defined subskills were assigned to be the most important technical writing skills needed to write technical tasks. The program consisted of six modules ordered chronologically. One of these modules is, only, depended on the forms and templates of technical tasks that are used in the labor market. The program was delivered in the style of blended learning and using the dynamic assessment to enhance the mastery of technical writing tasks for the industrial technical secondary school students, especially 1st year students. Finally, the study concluded that using dynamic assessment had a great benefit for developing technical writing tasks skills for the participants who are studying the technical secondary school. The students of technical secondary school needed to be assessed by using more interactive assignments and activities in order to overcome their assessment anxiety and take more than one chance to prove their skills and knowledge. Therefore, the program which was implemented based on dynamic assessment was effective in developing the skills of technical writing tasks for the industrial technical secondary school students. 5.4 Recommendations In the framework of the findings of the study, the following recommendations are proposed: - Technical writing tasks based on the labor market needs should be taught to the industrial technical secondary school students starting from 1st year. Summary, Conclusion and Recommendations ________________________________________________________________________ 159 - Dynamic assessment techniques should be used in teaching the different writing activities especially the technical writing task. - The environment of assessment should be interactive and offering mediation. - Dynamic assessment is an effective technique which should depends on interaction between both teachers and students - Dynamic assessment should be used by teachers to motivate the students to participate in the assessment process, especially the low achiever ones. - Dynamic assessment based program should help not only the students to upgrade their skills but also the teacher to determine the students’ abilities and skills. Consequently, it should help the teacher to define the weakness points of the students. - Dynamic assessment based program should create interactive environment full of support, mediation, guidance, help, cooperative learning, peer helping and assessment. - Using technology during dynamic assessment should create an easy way to share documents, visualize and presenting videos and recordings. 5.5 Suggestions for further research The researcher proposes the following topics to be subjected to further investigations: - A study uses the communicative approach in developing writing technical tasks. - A study applies the current study on a larger sample of the technical secondary school students (industrial, agriculture, hotel and tourism secondary schools). Summary, Conclusion and Recommendations ________________________________________________________________________ 160 - Further research is needed to find out the effect of other programs based on dynamic assessment to develop writing technical tasks. - Further research is needed to find out the effect of using reflection based programs to develop the writing skills. - Further research is needed to find out the effect of using dynamic assessment based programs on developing the speaking and listening skills. - A study that uses technology in a dynamic assessment program to develop the writing and speaking skills. - A study uses a program based on the whole language approach along with dynamic assessment techniques to develop the English language skills. |