الفهرس 
The Research ProblemOnly 14 pages are availabe for public view
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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.
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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.
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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
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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
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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.
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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.