اثر برنامج التعلم المستقل في اداء طلبة الكلية للكتابة في اللغة الانكليزية لغة اجنبية == The Effect Of Autonomous Learning Programme On EFL College Students' Performance In Writing
Author name:
فاطمة رحيم عبد الحسين الموسوي
Supervisor name:
شيماء عبد الباقي البكري
General topic:
Educational Sciences
Specific topic:
Methods of Teaching English Language
Degree:
Doctorate
University:
University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language:
English
University location:
Baghdad
First pages:
05T2889 - p.pdf
Abstract:
القدرة على الكتابة بنحو فعال تزداد اهمية في المجتمع العالمي، والتعليم في الكتابة هو افتراض له دورا متزايدا في تعليم اللغة الثانية والاجنبية. مهارة الكتابة تتمتع بوضع خاص, فمن طريقة الكتابة يمكن للشخص الاتصال مع مجموعة متنوعة من الرسائل الى القارئ او الق | The ability to write effectively is becoming increasingly important in the global community, and instruction in writing is thus assuming an increasing role in second and foreign language education. The skill of writing enjoys special status. It is via writing that a person can communicate a variety of messages to a close or distant, known or unknown reader or readers. Most EFL teachers are keen to talk to students about the importance of becoming autonomous writers. But just telling students that autonomy is in some way a good thing will have little effect unless it is part of a wider - semester design and unless teachers find ways of helping students to become more autonomous. This study aims at investigating the effect of autonomous learning programme on EFL college student's performance in writing and finding out the development in the experimental samples' autonomy. To achieve the aims of the study, the following null hypotheses have been posited.1. There is no statistically significant difference between the mean ranks of the experimental group performance and that of the control group in composing component of the post test. 2. There is no statistically significant difference between the mean ranks of the experimental group performance and that of the control group in style component of the post test. 3. There is no statistically significant difference between the mean ranks of experimental group performance and that of the control group in sentence formation component of the post test. 4. There is no statistically significant difference between the mean ranks of the experimental group performance and that of the control group in usage component of the post test. 5. There is no statistically significant difference between the mean ranks of the experimental group performance and that of the control group in mechanics component of the post test. 6. There is no statistically significant difference between the mean ranks of the experimental group performance and that of the control group in overall composition writing of the post test. 7.There is no statistically significant difference in the experimental group subjects' autonomy between the pre and the post administration of questionnaire. Thus, an experiment is designed.Fourty students from the College of Basic Education at University of Missan have randomly been chosen (twenty students as an experimental group which are taught composition writing by the use of autonomous learning programme and twenty students as a control group which are taught composition writing according to conventional ways) during the academic year 2010 - 2011.The validity of the programme , the questionnaire ,the test, and the scoring scheme have been obtained by exposing them to jury members in the fields of EFL and linguistics. The answers of the test have been separately scored by the researcher and two other scorers separately. By using By using Pearson Correlation Coefficient formula the reliability of the questionnaire has been yields (0.82) and the test has been secured by using Alpha Cronbach Formula (0.84), intrascorer reliability (0.923), and interscorer reliability (0.976). Statistical analysis of data achieved through the test indicates that there are statistically significant differences between the experimental group performance and that of the control group in terms of composing, style, sentence formation, usage, mechanics, and the overall composition of the post test and the post questionnaire in favour of the experimental group. It has been concluded that using the autonomous learning programme develops students’ performance in composition writing and gives them opportunity to make choices that encourage them to reflect on their own interests and preferences. It will also make them start to take responsibility and motivation for learning; plan and carry out their independent learning task; monitor and evaluate their learning. In the light of these results, some recommendations and suggestions for further studies are presented.
