Share
اثر استخدام تقنية الملاحظات الملصقة في تحصيل المفردات والاملاء للطلبة العراقيين دارسي اللغة الانكليزية لغة اجنبية == THE EFFECT OF USING STICKY NOTES TECHNIQUE ON THE VOCABULARY AND SPELLING ACHIEVEMENT OF IRAQI EFL LEARNERS
Author name:
الزهراء علي مظلوم
Supervisor name:
ضحى عطا الله حسن القره غولي
General topic:
Educational Sciences
Specific topic:
Methods of Teaching English Language
Degree:
Master
University:
Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods
Language:
English
University location:
Baghdad
First pages:
05T3195 - p.pdf
Abstract:
Vocabulary and spelling learning is a constant challenge for Iraqi teachers as well as students because there has been minimal focus on them in the Iraqi classrooms recently. Due to this, this study aims to investigate empirically the effect of using sticky notes technique on the vocabulary and spelling achievement of Iraqi EFL learners.The population of the present study is fifth grade secondary school female students (the scientific branch) in Baghdad City during the academic year (2014 - 2015). Of this population a sample of two groups is selected, the experimental group which is taught vocabulary and spelling by using sticky notes technique (with 23 students) and the control group which is taught vocabulary and spelling using the prescribed method in the Teachers’ Guide (with 33 students). These groups are randomly chosen from Maryam Al - Athra’a Secondary School for Girls from the Directorate General of Education/ Al - Rusafa III. The instructional material is limited to Units 5, 6, and 7 from English for Iraq. Of the whole instructional material the focus is on vocabulary and spelling.To fulfil the aim of the study and verify the hypotheses which state (There is no statistically significant difference in the mean scores of vocabulary achievement of learners who are taught vocabulary through sticky notes technique and those who are taught vocabularyXthrough the prescribed technique, there is no statistically significant difference in the mean scores of spelling achievement of learners who are taught spelling through sticky notes technique and those who are taught spelling through the prescribed technique, and there is no statistically significant difference in the mean scores of total vocabulary and spelling achievement of learners who are taught vocabulary and spelling through sticky notes technique and those who are taught vocabulary and spelling through the prescribed technique), an experiment is conducted. The two groups have been taught the same subject matter and an achievement test is constructed by the researcher and exposed to a jury of experts to verify its validity. The test reliability is calculated using Cronbach alpha yielding a coefficient of 0.814.Item analysis is carried out to determine the effectiveness of items in terms of their discriminating power and difficulty level. Then, the test is administered to the sample of the study at the end of the experimental teaching period. The t - test formula for independent samples is used to identify the significance of difference between the scores of the two groups. The t - test indicates that there is a statistically significant difference between the two groups in favour of the experimental one.As a result, it can be concluded that using sticky notes technique to improve vocabulary and spelling achievement has a positive result onthe students’ achievement in the written test and it motivates them to learn vocabulary and spelling effectively.In the light of the results of the study, a number of recommendations are stated and suggestions for further studies are put forward.
