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العلاقة بين التفكير الناقد والاداء في الاستيعاب القرائي لدى الطلبة العراقيين دارسي اللغة الانكليزية لغة اجنبية == The Relationship Between Iraqi EFL Students' Critical Thinking And Reading Comprehension Performance

Author name: حیدر عبد الزهرة شلش العتابي
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
Language: English
University location: Baghdad
First pages:
Abstract: Critical thinking is an important everyday activity. Every time we have to make a decision, the process we go through involves critical thinking. Nowadays, critical thinking is one of the major concepts under consideration in education.Reading has also been considered one of the most important skills in EFL/ESL context. Hence, the integration of critical thinking and reading could be most effective to learners. To develop students' critical reading ability is a major goal in reading instruction.Considering the substantial roles of EFL/ESL reading comprehension and critical thinking skills, it can be noted that these two variables are required for students to succeed in academic English settings.In line with the studies confirming the positive relationship between critical thinking ability and language proficiency, this study intendes to investigate the relationship between the EFL college students' critical thinking and their performance in reading comprehension. Hence, the present study aims at : 1 - measuring EFL college students' critical thinking skills;2 - measuring EFL college students' reading comprehension performance;3 - finding out the relationship between students' critical thinking skills on one hand and their performance in reading comprehension on the other; and4 - investigating whether gender makes difference in the relationship between critical thinking and reading comprehension.To achieve the aims of the study, four null hypotheses have been stated as follows : 1 - Third - year EFL college students' level on the critical thinking test is average.2 - Third - year EFL college students' performance on the reading comprehension test is average.3 - There is no statistically significant relationship between Iraqi EFL students' critical thinking and reading comprehension performance.4 - There is no statistically significant difference in the relationship between Iraqi EFL students' critical thinking and reading comprehension performance according to the gender variable. A random sample of third - year college students enrolled for the academic year (2013 - 2014) has been selected. The number of participants is 62 representing 30 % of the total population.In order to fulfil the aims of the study and to test its hypotheses, two instruments have been adopted for data gathering; Watson - Glaser Critical Thinking Appraisal (WGCTA) Test and astandardized Reading Comprehension Test. The instruments are exposed to a jury of experts for the purpose of ascertaining their face and content validity. They have validated the items and suggested some modifications. After a pilot administration of the instruments, their reliability is calculated by the split - half method for the (WGCTA) Test, and the mark - remark method for the reading comprehension test, yielding reliability coefficients of 0.72 and 0.81 respectively. The discriminatory powers and difficulty level of the instruments' items are also computed.After the final administration of the study instruments, the major findings are : 1 - Third year EFL college students' performance on the critical thinking test is average.2 - The students have average level in some CT subskills; Interpretation and Evaluation of Arguments, but they are weak on others; Inference, Recognition of Assumptions and Deduction. 3 - Third year EFL college students' performance on the reading comprehension test is average. 4 - The students' performance on the lower order thinking level is average, whereas their performance on the higher order thinking level is below average.5 - There is a positive significant relationship between Iraqi EFL students' critical thinking skills and reading comprehension performance.6 - There are no statistically significant differences between critical thinking and reading comprehension due to the gender variable.In the light of the results obtained, a number of pedagogicalimplications and recommendations concerned with textbooks designers, teachers, and learners are put forward. Also, several suggestions for further studies are proposed to enrich this area of investigation.
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اثر التمثيل المسرحي في تدريس محاورات المواقف التعليمية الانكليزية على تحصيل طلبة الكلية الذين يدرسون اللغة الانكليزية باعتبارها لغة اجنبية == The Effect Of Dramatization In Teaching Situational Dialogues On The Achievement Of EFL College Students

Author name: حنان ضياء عاكف عبود الصالحي
Supervisor name: ناهدة طه مجيد الناصري
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Mustansiriyah University - Faculty Of Education
Language: English
University location: Baghdad
First pages:
Abstract: معرفة مدى فعالية استخدام اسلوب(التمثيل المسرحي) في تدريس محاورات المواقف التعليمية (Situational Dialogues ) على تحصيل طلاب الكلية الذين يدرسون اللغة الانكليزية باعتبارها لغة اجنبية.معرفة ما اذا كان استخدام اسلوب التمثيل المسرحي قد اثر بنسبة متساوية او م | 1. The effect of using dramatization as a teaching technique on the achievement of EFL college students in Situational Dialogues (SDs).2. Whether using dramatization in teaching English conversation has an equal or different effect on students' written and oral achievement in Situational Dialogues (SDs).To achieve these aims, three hypotheses have been formulated as follows : 1. There is no significant deference in the mean scores of the written achievement test between the experimental group which is exposed to dramatization, and that of the control group which is not exposed to dramatization. 2. There is no significant difference in the mean scores of the oral achievement test between the experimental group which is exposed to dramatization, and that of the control group which is not exposed to dramatization.3. There is no significant difference between the mean scores of the experimental group's written achievement and that of their oral achievement in Situational Dialogues (SDs).The present study is limited to the first year EFL college students in the College of Education / Ibn - Rushd at Baghdad University in the academic year 2004 - 2005 and to the textbook of conversation taught at the first stage entitled : "Situational Dialogues" written by Micheal Okenden (1972). The experimental design decided is the type of "the post - test only control group design". The sample of the study consists of sixty students selected randomly out of 160 students which represent 37.5 percent of its original population. The chosen sample is divided into two equal groups, the experimental and control which have been equalized in the variables of : age, average of achievement in the General Baccalaureate Examination of the previous year, the parents' level of education, and students' scores in English of the previous year. The experimental group has been taught according to dramatization technique while the control group has been taught according to the traditional technique, i.e. without dramatization.At the end of the experiment, the two groups are subjected to oral and written achievement tests. After the administration of the two tests to the selected sample, testees' responses have been processed statistically using the appropriate statistical means.The obtained results reveal that : 1 - The mean scores of the experimental group's written achievement is 77.40, whereas that of the control group is 70. 2 - There is significant difference between the two groups in written achievement test, in favour of the experimental group at 0.05 level of significance and with 58 degree of freedom.3 - The mean scores of the experimental group's oral achievement is 78.67, whereas that of the control group is 65.37.4 - There is significant difference between the two groups in oral achievement test, in favour of the experimental group at 0.05 level of significance and with 58 degree of freedom.5 - The mean scores of the experimental group's oral achievement is 72.52, whereas that of the written achievement is 73.72.6 - There is no significant difference at 0.05 level of significance and with 118 degree of freedom between the oral achievement, on one hand and the written achievement , on the other hand of the experimental group. Later on, a number of recommendations and suggestions are stated; the following are some of them : Recommendations : 1. It is necessary to use dramatization as a teaching technique in teaching Situational Dialogues for EFL first year college students.2. The necessity of putting students in actions and active situations, and motivate them to dramatize and act out roles during teaching EFL subjects and especially Situational Dialogues. 3. A pamphlet which includes a full explanation for each situation by using dramatization technique and how to employ it inside the classroom could be supplied to teachers of Situational Dialogues.4. Constructing TV programme that depends on utilizing dramatization technique in teaching English dialogues for primary, secondary and intermediate stages.Suggestions : 1. Experimenting the effectiveness of using dramatization in teaching other English subjects like (grammar, composition, poetry, novel, drama, etc).2. Conducting similar studies for teaching English by using dramatization at other academic stages especially at the primary & secondary stages.3. Making a comparative study between the efficiency of dramatization and other new teaching techniques in developing students' achievement at the various levels of study such as : primary, secondary, etc.
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اثر عرض البوستر في الاداء الشفوي لطلبة الجامعة العراقيين دارسي اللغة الانجليزية لغة اجنبية == The Effect Of Poster Presentation On Iraqi EFL University Students' Oral Performance

Author name: حسين كمر كرم
Supervisor name: فاتن خيري محمد سعيد الرفاعي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language: English
University location: Baghdad
First pages:
Abstract: عرض البوستر هو : تقنية ووسيلة بسيطة، من السهل استعمالها، وفهمها واستيعابها. اذ انها وسيلة ممتعة في تدريس مادة المحادثة وهو خليط بين البحث الورقي والعرض الشفوي. فالبوستر هو وسيلة يمكن استعمالها ؛ لايصال الفكرة الاساسية المتعلقة بالبحث او الدرس. ويع | Poster presentation is a simple media, which is easy to be used, understood, and comprehended. It is an interesting media in teaching speaking. It is hybrid between a research paper and an oral presentation. It is visual medium that is used to communicate a key idea related to research. It presents an idea in verbal and graphic ways and a dynamic way to share information in a social context with conference delegates.It combines text, graphs, tables, photos, charts, titles, and brief textual summaries of research information to present work in a way that is visually interesting, accessible, and clarity of content. It allows displaying work to a large group and to talk to and receive feedback from in interest audiences.The study aims at finding out the effect of poster presentation on Iraqi EFL University students' oral performance. It is hypothesized that there are no statistically significant differences between the mean scores of the experimental group which is taught according to poster presentation technique and that of the control group which is taught according to the currently used technique in their oral performance.The procedures undertaken in the present study include choosing a pre - post control group design; selecting a representative sample which has been divided into two groups experimental and control; constructing an oral post test, and securing its validity, reliability and practicality; applying the classroom students - made poster presentation technique on the experimental group, while the control group has been taught conversation by the currently used technique; administering the post test to both groups at the end of the experimental work; collecting , computing and analyzing data by using suitable statistical tools; and The sample of the present study consists of 101 students from the Department of English Language at the College of Education/ Wasit University during the academic year 2014 - 2015. The sample has been distributed into an experimental group of 48 students and a control group of 53 students. Both groups have been equalized in some variables, namely age, gender, parents’ level of education, and the pre test.A post test has been designed and exposed to a jury of experts for the purpose of ascertaining its face validity, while reliability has been ensured by using Person Correlation Formula. Data has been analyzed by using the two independent samples t - test. Results show that there are statistically significant differences between the two groups in their mean score in favor of the experimental group which has been taught by poster presentation. The students of the experimental group are better than those of the control one in their oral performance. This indicates that teaching conversation by using the poster presentation technique is more effective than teaching by the currently used technique method. Based on the present study results, suitable conclusions, recommendations, and several suggestions for further research have been put forward.
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تاثير استخدام الاسلوب التلخيصي مقابل التفصيلي في اداء الطلبة العراقيين دارسي اللغة الانكليزية لغة اجنبية في الاستيعاب الاصغائي == The Effect Of Using Précis Vs. Details Techniques On Iraqi EFL Learners' Performance In Listening Comprehension

Author name: ایناس كمال السامرائي
Supervisor name: عباس جاسم الدجیلي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education
Language: Arabic
University location: Baghdad
First pages:
Abstract: Listening comprehension is a complex active skills in which listeners match what they hear with what they already know. It provides a foundation for all aspects of language and cognitive development, and it plays a life - long role in theprocess of essential learning and communication to productive participation in life.In Iraq, students still face various difficulties in learning listening comprehension skill, and this may be attributed to the regardless in considering listening comprehension processes or stages during teaching inside the classroom. Also the neglectingfor many new techniques used in teaching listening comprehension contributed the confusion of this problem The present study aims at empirically investigating the effect of using Précis vs. Details techniques on Iraqi EFL learners' performance in listening comprehension. A pretestposttest two - month experiment has been conducted. The present study is limited to the fourth - grade female students for the secondary schools in Baghdad city for the academic year 2013 - 2014. To achieve the aim of the study, it is hypothesized that : 1 - There is no statistically significant difference between the performance mean score of the learners in the experimental groups (Précis and Details) techniques and the control group in the listening comprehension post - test.
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اثر استخدام التعلم بالاكتشاف مقابل التعلم بالتغذية على اداء الطلبة العراقيين دارسي اللغة الانكليزية لغة اجنبية في الاستيعاب القرائي == The Effect Of Using Discovery Learning Versus Learning By Scaffolding On Iraqi EFL Learners' Performance In Reading Comprehension

Author name: اسماء حسين جابر
Supervisor name: عبد الجبار علي دروش
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education
Language: Arabic
University location: Baghdad
First pages:
Abstract: Reading comprehension occupies an important position in language teaching programme because of its relevance to foreign language learners in their future life, i.e., if they acquire the habits of good reading. They will be able to make good progress in almost every subject they have the opportunity to study.Due to the educational findings which clearly show that there are some weaknesses in the reading comprehension ability of foreign language learners throughout all the academic stages (including the secondary stage), the present study aims empirically at investigating the effect of using Discovery Learning vs. Learning by Scaffolding on the performance of Iraqi English as a foreign language learners in reading comprehension. These techniques use to enhance the students` ability in Reading Comprehension, urging them to use creative thinking skills to interact with the text and to enable teachers to engage their students in an interactive process in the classroom.To achieve the purpose of the present study, the following null hypotheses have been posed : 1 - There is no statistically significant difference between the achievement means of scores of the experimental groups (Discovery Learning group, Scaffolding leaning group ) and that of Control group in the Reading Comprehension post - test.2 - There is no statistically significant difference between the achievement means of scores of the Discovery Learning group and that of the Scaffolding learning group in the Reading Comprehension post - test.To verify the hypotheses, the researcher has been adopted a pre - test/ post - test non - equivalent groups experimental design, i.e.,the experimental groups are given a pre - test before the beginning of the experiment to assess their learner’s performance in Reading Comprehension skills. Another test is given again at the end of the experiment in order to check whether the learner’s performance improved in the same skills.This study is limited to Iraqi English as a Foreign Language fourth - grade female learners at secondary schools in Baghdad Governorate. It is also limited to the second semester of the academic year 2013 - 2014.To ascertain the face validity, the post test is submitted to a jury of members in the field of language teaching, linguistics, and educational statistics. After that, a pilot test is administered to a sample of (100) pupils to determine the suitability of the test items. Kuder - Richardson formula is used to find out the test reliability. The test in its final version is administered as a pre - test to the experimental groups which includes (50) pupils on 2 February 2014. Following the same procedures with posttest. The students were post - tested on the 14th and 15th of April 2014.After administering the achievement posttest, the results of the study indicated clearly that the achievement of the experimental group(scaffolding learning group) is higher than that of control group. In other words experimental groups who have been exposed to the suggested techniques (scaffolding learning, discovery learning) are more effective than that of the control group who have been exposed to currently used techniques, the achievement of experimental group who have been taught by scaffolding strategy is higher than that of discovery learning method.On the basis of the results obtained from this study, a number of conclusions have been drawn, among which the most important ones are : 1 - teaching and learning reading comprehension through certain techniques, being suggest, are more effective than those techniques used in the prescribed textbook;2 - the techniques employed by the researcher, are proved to be more effective and fruitful in promoting the students’ ability in reading comprehension than the currently used techniques;3.the scaffolding and discovery learning techniques give the students more opportunities than those in the textbook to store vocabulary and retain or retrieve easily what has been taught orlearned. This has been arrived at as a result of observing the students while receiving training in these techniques;4. students use the information they gain to solve problems, take decision etc, then they share their solutions, decisions, thinking and outcomes in a celebration of understanding rather than being involved in a process of shifting and mere sharing of information and;5. students are actively supported and scaffolded by teachers in the acquisition of relevant skills.In the light of the conclusions, relevant pedagogical recommendations and several suggestions for further studies are presented.
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اثر استخدام الاسلوب المبني على نوع النص في اداء الطلبة العراقيين متعلمي اللغة الانكليزية لغة اجنبية في كتابة المقالة == The Effect Of Using Genre - Based Approach On Iraqi EFL Learners’ Performance In Essay Writing

Author name: احمد موفق صالح
Supervisor name: رضا غانم داخل
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:
Abstract: Genre - based approach offers a valuable resource for both pre - and in - service writing instructors to assist their students to produce effective and relevant texts. Instead of focusing on the process of composition, the content of texts, or the abstract prescriptions of disembodied grammars, genre approach enables teachers to ground their courses in the texts that students will have to write in their target contexts, thereby supporting learners to participate effectively in the world outside the EFL classroom.The current research aims at investigating the effect of using genre - based approach as a teaching technique on Iraqi EFL learners’ performance in essay writing.The current study is hypothesized that there are no statistically significant differences between the performancet mean score of the experimental group (taught essay writing by using genre - based approach) and that of the control group (taught essay writing according to the method stated in the Teacher’s Guide).The population of the study consists of fifth - grade male students/scientific branch at the secondary stage in the city of Baghdad during the academic year 2013 - 2014. The experiment of the study lasted two months. It started on 26th of February and ended on 27th of April, 2014.The sample of the study has been intentionally chosen from among male secondary school students in the city of Baghdad. Itconsists of 65 students. The non - equivalent posttest control group has been chosen as the experimental design. Therefore, the first group represents the experimental group which has been taught by using genre - based approach, and the second group represents the control group which has been taught according to the method stated in the Teacher’s Guide.Pre and post written tests are designed and exposed to a jury for the purpose of ascertaining their validity. The inter - rater Pearson correlation coefficient formula is used to calculate the tests reliability yielding coefficients of 0.82 which is considered an acceptable coefficient.At the end of the period of the experiment, the post - test is administered. The mean of the experimental group is 65.906, and the mean of the control group is 58.757.The t - test formula for two independent samples is conducted. The results of the analysis indicate that there is a statistically significant difference between the experimental group and control group where the experimental group proved to be better than the control group.In accordance with the results obtained, some conclusions, recommendations and suggestions for further studies on the topic have been stated.
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تقويم منهج تعليم اللغة الانكليزية للصف الخامس الابتدائي سلسلة الرافدين RECI من وجهة نظر المعلمين == Evaluating Rafidain English Course For Iraq ( RECI ) From English Teachers' Point Of View

Author name: نادية داود سلمان الشعبان
Supervisor name: بتول غالي الناهي | سلمان داود سلمان
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University Of Basrah - Faculty Of Education
Language: Arabic
University location: Basrah
First pages:
Abstract: Teaching English as a foreign language ( henceforth TEEL ) is one of the important topics of the school syllabus. Being aware of the new educational developments abroad , the Iraqi educationalists made their attempt to introduce the communicative approach to TEEL classes in Iraq starting with Book I as early as the fifth - year stage of the primary school. Hence , this study aims at evaluating this attempt to show the point of strength and weaknesses of Rafidain English Course for Iraq ( RECI ).Aims of study This study aims at the following : 1 - Constructing a tool for evaluating RECI including the objectives , Content , Methods of teaching , Evaluation , teaching aids and technicalities of the textbook.2 - Applying this tool to show the points of strength and weakness in RECI according to the viewpoints of the RECI teachers. 3 - Identifying the statistically significant differences m the teachers' responses with reference to the variable of experience.Limits of study. The sample of this study is a number of REC! teachers m the governorate Basrah during the academic year ( 2004 - 2005 ). Procedures f study.To carry out the aims of this study, the research worker has constructeda tool of measurement and made many steps as follows : a - A questionnaire has been distributed to arrive the field of the RECI according to the viewpoints of supemisors and specialists of syllabus writing and methods of teaching. The responses of those concerned with the subject under investigation the following fields have been chosen : Objective Methods of teaching, Content. Teaching aids, Accompanying activities, Evaluation, and Technicalities of Textbook writing. b - In the light of the relevant literature , 180 items have been written and distributed over the seven fields mentioned in (a) above.c - The items have been shown to a number of specialists in education , psychology , Counseling , Guidance , and Methods of Teaching English. Three items have been deleted as a result of this step.d - A five - point scale has been development for the pilot study which has \ covered 400 teachers of the both sexes. 108 responses have been found to be worth statistical analysis making use of the mean and standard deviation to arrive at the power of discrimination for each test item with reference to the upper 108 items and lower 108 ones after deleting 21 item which were a failure. Hence , the total number of items under investigation has been limited to 157.100 teachers of both sexes have been given the questionnaire to judge the content validity of the items by applying Pearson's correlation oefficient. Here seven items were deleted technically.f. The 150 - item questionnaire was applied again by giving it to 50 t chers of both sexes a fortnight later. Comparing both responses , the e~earcher arrived at the reliability of 0.928.01 arrive at the second aim , this 150 - item questionnaire was given to 216 a¢hers of both sexes to calculate the item relative significance by applying t 1 : orrect mean and percent weight.By applying Qui Square technique the researcher has proved that there astatistically significant difference between the responses of the two groups of teachers ; namely , those of more experience and those of less experience.The difference is in favour of the former group.In the light of the conclusions arrived at above , the research worker Irecommends the following : 1 - The teaching of REC! should be a task of those graduates of teachers Training Institutes or Colleges of Teachers. 2 - Teachers' awareness of the necessity of covering all the units should be increased though frequent discussion sessions and seminars to prepare learners for the next educational stage.3 - Supervisors and other specialists should attend training courses aboard. 4 - Training teachers of English continuously to master new technicalities such the computer and modern audio - visual aids.5 - Providing sclmol teachers with all basic audio - visual aids. 6 - Encouraging school teachers to have competitions and workshops to transfer the effect of training to wider social situations outside school environment.
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اثر استخدام عمل المجموعة في تدريس التمرين الشفوي في تحصيل طالبات المرحلة الاعدادية == The Effect of Using Group Work In Teaching Oral Practice On The Achievement of Preparatory School Students

Author name: ايمان صالح العبيدي
Supervisor name: شيماء عبد الباقي البكري | عبد الكريم فاضل الجميلي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Diyala - Teachers College
Language: English
University location: Diyala
First pages:
Abstract: تهدف هذه الدراسة الى البحث بطريقة تجريبية في اثر استخدام عمل المجموعة في تدريس التمرين الشفهي لتحصيل طالبات المرحلة الاعدادية. حيث ان عينة الدراسة الحالية هي طالبات الخامس الاعدادي (الفرع العلمي) في محافظة ديالى للعام الدراسي 2001/2002. تم تحديد المادة ا | Group work is an effective technique for teaching English to students learning a foreign language. Even those students who have no prior experience with this type of technique in the classroom can quickly learn to use it. This technique presents cooperative learning as an effective technique to involve EFL students in using English and to make learning more enjoyable. This technique helps them students build rapport and foster a climate of caring and sharing in the classroom. Group work technique can improve learners’ speaking skills in any situation, and help learners to interact. As for the shy learners, this technique helps them by providing a mask where learners with difficulty in conversation are liberated. In addition, it is fun and most learners agree that enjoyment leads to better learning. This study is an attempt to investigate experimentally the effect of using Group Work Technique in teaching oral practice on the achievement of the preparatory school students. Group work technique is intended to improve students’ learning through providing them with opportunities to ask questions and communicate with each other. The sample of the present study is female students of the fifth preparatory stage (the Scientific Branch) in Diala during the academic year 2001 - 2002. The items of the materials are limited to Oral Practice Book - 7 - of the New English Course for Iraq (NECI). It is hypothesized that there is no significant difference between the mean scores of the students who are taught by using group work and the students who are taught according to Audio - Lingual Method as suggested in the Teachers’ Guide on : 1. the written test used;2. the oral test used; and3. the total achievement of the two tests.To fulfil the aim of this study, “an experimental group - control group design” is used in the experiment. Two sections of thirty students are chosen randomly from fifth preparatory geide. One of them is selected to be the experimental group (taught the oral practice with the group work technique), the other is the control group (taught without the group work technique). The subjects of both groups are matched in the : level of parents’ education and in the level of subjects’ achievements in English in the fourth preparatory grade and their age. Written and oral tests were constructed and exposed to a jury for the purpose of ascertaining their validity. An item analysis is carried out to determine the item difficulty and their discrimination power. Reliability of the written test was estimated by using the test - retest method. The scorers’ reliability was used with the oral test.At the end of the experiment, the tests were administered.After analyzing the results statistically, it has been found that there were significant differences between the two groups in both the written and oral tests. The students of the experimental group have been better than the students of the control group, which indicates that teaching oral practice by using group work technique is more effective than teaching oral practice without using this technique. The study has concluded that this technique allows for physical activity to break up the routine of sitting in the same place throughout the whole class period. Another conclusion is that students can learn from each other and can get more practice with the foreign language through working in a small group. On the basis of the findings and conclusions of the study, a number of suggestions and recommendations are made. These can be of assistance to the learners and practising teachers who are involved in an EFL writing course. Further, some suggestions are useful in material production with reference to the vital role of the group work in teaching English.
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اثر طريقة تدريس انماط الجملة في تحصيل طلبة الجامعة == The Effect of The Approach To Teaching Sentence Patterns On The Achievement of The University Students

Author name: اشواق عبد المهدي حسين التميمي
Supervisor name: عبد اللطيف علوان الجميلي | الهام نامق خورشيد الخالدي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Diyala - Faculty Of Basic Education
Language: English
University location: Diyala
First pages:
Abstract: اثر طريقة تدريس انماط الجملة في تحصيل طلبة الجامعةان الغرض الاساس من تدريس مادة النحو الانكليزي مساعدة الطلبة على استخدام اللغة الانكليزية بصورة صحيحة ومناسبة، عليه فانه من الاهمية القصوى ان يخصص جزء من الحصة التدريسية لتدريس النحو واتاحة الفرصة للطلب | The primary purpose of instruction in English grammar is to help students use English correctly and appropriately. It is of vital importance to devote some classroom time to teaching grammar and having students practise grammatical patterns so as to help them gain comptence and confidence in the language. In this regard , Rutherford ( 1987 : 1 ) affirms “ that through grammar the learner can make words effective and become master of his own grammatical enviornment ”. Huebener ( 1969 : 98 ) defines grammar as “ the syntactical structure of a language ” , while Palmer ( 1974 : 9 ) views that it is a complex set of relations. It is a device that specifies the infinite set of well - formed sentences and assigns to each of them one or more structural descripltions. That is to say it tells us just what are all the possible sentences of a language and provides a descripition of them. This is no small task , but one that is well worthy of human study. The grammar of a language generates the sentences of that language : it assigns to each sentence a set of representations which provide the formal characterization of some of the properties ( semantic , syntactic , morphological , etc. ) of the sentence.. (Haegeman & Gueron , 1999 : 582 )Each grammatical category has its own features , linguistic complexities , and difficulties. So the quality and quantity of learners’ mistakes differ from one grammatical category to another. English sentence patterns ( henceforth , ESPs ) constitute a very difficult learning area - university teachers have always complained that Iraqi University students do not normally recognize and use these patterns.The present study deals with studying empirically the effect of the approach to teaching sentence patterns on the achievement of the university students. The study aims at : 1. Assessing the effectiveness of the approach to teaching two sets of sentence patterns, i - e, whether any of the two approaches, namely, Quirk & Greenbaum’s ( 1973 ) or Stageberg’s (1971) yields better results than the other. 2. Identifying difficulties in sentence patterns faced by the university learners of English. It is hypothesized that there is no statistically significant difference between the students who are taught sentence patterns according to Quirk & Greenbaum’s (1973) and those who are taught according to Stageberg’s (1971) approach. A four - week experiment has been carried out by adopting the “ post test - only, equivalent groups ” design in order to fulfil the first aim of the study and to verify the hypothesis. Forty third - year students from College of Education / University of Diala and College of Arts / University of Baghdad are randomly selected to represent the study sample as “ experimental - group - experimental group ”; tewenty students in each group. Both groups have been matched in term of : level of fathers’ education, level of mothers’ education and level of subjects’ achievement in English Grammar of the previous year.The teaching material was limited to chapter ( 7 ) in “ A University Grammar of English ” of Quirk & Greenbaum’s (1973) and to chapter ( 14 ) in “ An Introductory English Grammar ” of Stageberg’s (1971). The researcher has constructed a written post test ; After estimating the validity and reliability of the two tests , they were administered to the two groups at the end of instruction. T - test, Chi - Square, Kuder - Richardson (20) formula , Spearman coefficient correlatrons were used through out the procedures and results analysis. The ‘ t ’ test for independent samples has been used to find out the significant difference between the two experimental groups. The calculated ‘ t ’ value is higher than the ‘ t ’ critical value which indicates that there is a significant difference between the two groups at 0.05 level of significance. The analysis of data shows that the calculated ‘ t ’ value at ( 0.05 ) level and ( 38 ) degree of freedom is ( 2.937 ) as compared with the ‘ t ’ critical value which is ( 2.021 ) indicates that the experimental group who were taught according to Stageberg’s (1971) is highly better than the experimental group who were taught according to Quirk & Greenbaum’s (1973). The statistical analysis of the data has yielded the following major results : the two approaches may be attributed to the techniques used in explaining sentence patterns. Sentence patterns are presented in Quirk & Greenbaum’s (1973) in a brief way, i - e, seven patterns, while Stageberg’s approach ( 1971 ) outline nine patterns with more explanation for each pattern. In the light of these results, relevant conclusions are drawn and a number of recommendations and suggestions are put forward.
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اداء الطلبة العراقيين متعلمي اللغة الانكليزية لغة اجنبية في مجال اشباه الجمل الاسمية : المشاكل والبرنامج العلاجي == Iraqi Efl Learners'Performance In The Area of Noun Clauses : Problems And Remedial Work

Author name: شهد حاتم كاظم الطائي
Supervisor name: عبد اللطيف علوان الجميلي | الهام نامق خورشيد الخالدي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Diyala - Faculty Of Education
Language: English
University location: Diyala
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Abstract: A noun clause is a dependent clause that works like a noun. It is one of the common and essential constructions in English syntax , on the one hand , and a problematic and difficult area for the Iraqi learners of English foreign language on the other.The study aims at : - 1 - investigating the ability of Iraqi EFL learners to identify and produce finite and nonfinite noun clauses by form and function and finding out area of difficulty in this respect.2 - suggesting remedial work for the alleviation of these difficulties. It is hypothesized that Iraqi EFL learners fail to master the recognition and production of NCs by form and function.The study covers both theoretical and practical aspects. The theoretical aspect deals with the survey of the topic. It begins with definition and classification of clauses in general ,and then, states in detail definition ,form, function ,types ,patterns and sequence of tenses in noun clauses.In order to fulfill the practical aspect ,i.e, to achieve the test aim and to verify the hypothesis ,50 subjects of the fourth year from Department of English ,College of Education ,University of Diyala are randomly selected to represent the study sample. An achievement test which covers both Recognition and Production levels has been constructed by the researcher. Then test is exposed to jury members to verify its validity.T - test ,Percentages, Alpha Cronbach formula and t - test of significance of the correlation coefficient are used through out the procedures and results analysis. The t - test for one sample has been used to find out whether there is any significant difference between the computed t - value and the tabulated one. The analysis of the results shows that the subjects have failed to identify and produce NCs by form and function on the whole Test.This indicates that the subjects are not able to identify noun clause from other types of subordinate clauses such as adverbial and adjectival clauses , and stating whether NC is finite or nonfinite. Furthermore they can not identify the function of NC and which part of the sentence is NC. In the light of the results ,relevant conclusions are drawn and a number of recommendations and remedial work for alleviation of these difficulties are put forward besides suggestions are made for further studies
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اثر استخدام تقنيات دلائل سياق النص والاضافات على الكلمات في الاستيعاب القرائي لدى طلبة الثانوية العراقيين دارسي اللغة الانكليزية لغة اجنبية == The Effect of Using Context Clues And Word Part Techniques on Secondary Schools Iraqi EFL Students‘Reading Comprehension

Author name: غادة ماجد احمد
Supervisor name: عبد الجبار علي دروش
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
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Abstract: Unfortunately, many Iraqi EFL learners are word - by - word readers. This fact has been documented by several studies on reading comprehension which have been conducted in Iraq to shed light on teaching reading comprehension. Therefore, this study aims to
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اثر استخدام استراتيجيات ما وراء المعرفة على اداء المتعلمين العراقيين دارسي اللغة الانكليزية لغة اجنبية في الاستيعاب الاصغائي == The Effect of Using Metacognitive Learning Strategies on Iraqi EFL Learners' Performance In Listening Comprehension

Author name: زينة مجيد حميد
Supervisor name: عبد الجبار علي دروش
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: Arabic
University location: Baghdad
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Abstract: Language learning starts with recognizing the sounds of a language via listening. Listening, by its turn, provides the aural input that serves as the basis for language learning which paves the way for learners to interact in aural communication. Also lis
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اثر اسلوب STORYBOARDING ما قبل القراءة على اداء طلبة المدارس الثانوية العراقيين دارسي اللغة الانجليزية لغة اجنبية في الاستيعاب القرائي == The Effect of Storyboarding Pre - Reading Technique on Iraqi Efl Secondary School Students' Reading Comprehension

Author name: اسعد عبد المحسن عبد الوهاب
Supervisor name: فاتن خيري محمد سعيد الرفاعي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language: Arabic
University location: Baghdad
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Abstract: تعتبر القراءة في تدريس اللغة الاجنبية اهم مهارة في اكتساب تلك اللغة. وتعد القراءة ايضا في تدريس اللغة الانكليزية كلغة اجنبية, المهارة التي يتوقع المدرسون اكتسابها من قبل طلبتهم. والهدف من القراءة هو الاستيعاب. فالاستيعاب القرائي هو القدرة على فهم النص. لذ | Reading in teaching foreign languages (FL for short) is the most essential skill that supports learning of that language. In English as foreign language (EFL for short), reading is a skill that teachers expect students to acquire. Comprehension is the goa
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تصحيح الانشاء لطلبة اللغة الانكليزية في جامعة الموصل == Scoring University English Language Students' Composition Writing

Author name: احمد عبد العظيم عبد الله ياسين الطائي
Supervisor name: عباس جودة رحيم الربيعي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Al Mosul - Faculty Of Education - Department Of English Language
Language: English
University location: Mosul
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اثر استخدام تقنية الرسوم المتحركة على اداء الاستيعاب القرائي للمتعلمين العراقيين دارسي اللغة الانكليزية لغة اجنبية == The Effect Of Using Animation Technique On The Reading Comprehension Performance Of Iraqi EFL Learners

Author name: اسيل صبيح حمودي
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
Language: English
University location: Baghdad
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اثر استراتيجية المقعد الساخن في اداء التحدث لطلبة المدارس الاعدادية العراقيين دارسي اللغة الانكليزية لغة اجنبية == The Effect of Hot Seat Strategy on Iraqi EFL Preparatory School Students' Speaking Performance

Author name: وفاء عبد الامير عبود
Supervisor name: شيماء عبد الباقي البكري
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language: English
University location: Baghdad
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اثر استراتيجية الكتابة بالقصاصات الورقية في كتابة الانشاء لطلبة المدارس الثانوية العراقية دارسي اللغة الانكليزية لغة اجنبية == The Impact Of Slip Writing Strategy On Iraqi EFL Secondary School Students' Composition Writing

Author name: فاضل عبد الزهرة طراد العيساوي
Supervisor name: فاتن خيري محمد سعيد الرفاعي
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language: English
University location: Baghdad
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اثر التدريس المعتمد على الدماغ في تحصيل طلبة المدارس الثانوية العراقيين دارسي اللغة الانجليزية لغة اجنبية == The Effect of Brain - Based Teaching on Iraqi EFL Secondary School Students’ Achievement

Author name: عماد عبد الرضا عودة
Supervisor name: سلام حامد عباس
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language: English
University location: Baghdad
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العلاقة بين الثقة بالقدرة الذاتية لطلبة الجامعة العراقيين دارسي اللغة الانكليزية لغة اجنبية وادائهم في المهارات الانتاجية == The Relationship Between Iraqi EFL University Students’ Self - Efficacy and Their Productive Skills’ Performance

Author name: سوزان عبد حسن الجبوري
Supervisor name: سلام حامد عباس
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language: English
University location: Baghdad
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اثر انموذج Red في كتابة الانشاء لطلبة المدارس الثانوية العراقيين دارسي اللغة الانكليزية لغة اجنبية == The Impact Of Red Model On EFL Secondary School Students' Performance In Composition Writing

Author name: خلود ناصر فراك
Supervisor name: شيماء عبد الباقي البكري
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language: English
University location: Baghdad
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تقييم اداء الطلبة الجامعيين متعلمي اللغة الانكليزية لغة اجنبية في مجال الصورة الذهنية == An Assessment of EFL University Students’ Performance in the Area of Image Schemas

Author name: اسامة ابراهيم محمد الجبوري
Supervisor name: ناهدة طه مجيد الناصري
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Tikrit University - Faculty Of Education
Language: English
University location: Salahaddin
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المشكلات البراكماتيكية في استخدام تراكيب المصدر المؤول لدى طلاب الجامعة == Pragmatic Problems in the Use of Infinitival Constructions Made by Iraqi University Students

Author name: اروى عدنان عبد الرحمن
Supervisor name: عمرة ابراهيم سلطان
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Tikrit University - Faculty Of Education
Language: English
University location: Salahaddin
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استقصاء اخطاء الضمائر لطلبة الكلية دارسي اللغة الانجليزية لغة اجنبية في كتابة الانشاء == Investigating Pronoun Errors Made by EFL College Students in Writing English Composition

Author name: جهاد حسن عزيز الكركش
Supervisor name: مديحة سيف الدين صالح
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Tikrit University - Faculty Of Education
Language: English
University location: Salahaddin
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اثر استخدام اسلوب خريطة القصة على الفهم القرائي وتنمية اتجاهات الطلاب نحو الادب الانكليزي == The Effect of Using the Story - Mapping Technique on The Reading Comprehension and Developing Students' Attitudes Towards English Literature

Author name: مصطفى محمود نعمان الحمداني
Supervisor name: قصي توفيق غزال | حسين علي احمد
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: University of Al Mosul - Faculty Of Education - Department Of Educational And Psychological Sciences
Language: English
University location: Mosul
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المشكلات التي تواجه متعلمي اللغة الانكليزية لبعض الخصائص الصوتية في جامعة تكريت == PROBLEMS OF SOME SUPRASEGMENTAL FEATURES ENCOUNTERED BY TIKRIT UNIVERSITY LEARNERS OF ENGLISH

Author name: كنعان خضير حسن الجبوري
Supervisor name: عمرة ابراهيم سلطان
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Tikrit University - Faculty Of Education
Language: English
University location: Salahaddin
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