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اثر استخدام السبورة التفاعلية في تطوير الكفاءة النحوية للمتعلمين العراقيين دارسي اللغة الانكليزية لغة اجنبية == The Impact of Using Interactive Whiteboard on Developing the Grammatical Competence of Iraqi EFL Learners

Author name: رشا لؤي ابراهيم
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:
Abstract: يعد تدريس القواعد واحدا من اهم عناصر تعليم الطلبة اللغة الانكليزية لغة اجنبية ووسيلة لتطوير تعلم اللغة الاجنبية فهو يزيد من ادراك الطلبة للافكار الرئيسية في النص واكتشاف تراكيب النص وهو ضروري لاستخدام اللغة بشكل جيد. ونظرا لصعوبة تعلم قواعد النحو, فقد اظهرت البحوث وجود انواع مختلفة من ستراتيجيات التدريس لتحسين القدرة على تعلم قواعد النحو وقد استخدمت السبورة التفاعلية في الدراسة الحالية كوسيلة تعليمية مساعدة يمكن استخدامها لتسهيل التعلم التواصلي والهادف. ولذلك فان الدراسة الحالية تهدف الى استقصاء اثر استخدام السبورة التفاعلية في تدريس النحو في تطوير الكفاءة النحوية للمتعلمين العراقيين دارسي اللغة الانكليزية لغة اجنبية. تنص الفرضية الصفرية على انه لا يوجد فرق ذو دلالة احصائية بين متوسط درجات الطالبات اللائي يدرسن التراكيب النحوية باستخدام السبورة التفاعلية ومتوسط درجات الطالبات اللائي يدرسن هذه التراكيب باستخدام الطريقة الموصى بها في دليل المعلم. يتكون مجتمع البحث في الدراسة الحالية من طالبات الصف الخامس الاعدادي /الفرع العلمي في المدارس الاعدادية والثانوية في بغداد/ مديرية تربية الكرخ الاولى للعام الدراسي 2016 - 2017 . تتالف عينة الدراسة من 83 طالبة موزعات الى مجموعتين المجموعة التجريبية تتكون من 42 طالبة بينما المجموعة الضابطة تتكون من 41 طالبة وقد تم اختيار المجموعتين بشكل عشوائي من اعدادية بغداد للبنات في محافظة بغداد. كوفئ افراد المجموعتين في عدة متغيرات كالتحصيل الدراسي لاباء وامهات الطالبات، وتحصيلهن في مادة اللغة الانكليزية في امتحان نصف السنة، واعمارهن بالاشهر وكذلك درجاتهن في الاختبار القبلي اضافة الى تحييد عدة عوامل خارجية اخرى. لتحقيق الهدف من الدراسة تم تطبيق التجربةباستخدام تصميم تجريبي يدعى تصميم المجموعة الضابطة ذي الاختبارين القبلي والبعدي حيث تم تدريس المجموعتين التجريبية والضابطة نفس المادة الدراسية والتي تحددت بالفصل (الخامس, السادس, السابع) من المنهج المقرر عدا استخدام السبورة التفاعلية التي تم تطبيقها مع المجموعة التجريبية فقط. وقد قامت الباحثة بنفسها بتدريس المجموعتين. اعدت الباحثة نموذجين من الاختبار التحصيلي القبلي والبعدي وعرضتها على مجموعة من الخبراء للتحقق من مدى صدقها. اما الثبات فقد تحقق باستخدام كرونباخ الفوا تبين انه يساوي 0.896 والذي يشير الى ان الاختبارثابت. بعد ذلك تم تحليل فقرات الاختبار لتحديد فعالية كل فقرة من حيث درجة صعوبتهوا قوة تمييزها.طبق الاختبار القبلي على عينة الدراسة قبل البدء بالتجربة ومن ثم طبق الاختبار البعدي بعد الانتهاء من التجربة. وتم تحليل بيانات الاختبار البعدي باستخدام الاختبار التائي لعينتين مستقلتين لمعرفة الفروق الاحصائية الدالة بين المجموعتين وتبين وجود فروق دالة احصائية بين متوسطي درجات المجموعتين لصالح المجموعة التجريبية. وكذلك تبين انه توجد فروق ذات دلالة احصائية بين الاختبارين القبلي والبعدي لصالح الاختبار البعدي مما يظهر تطورا في التحصيل. كخلاصة يمكن الاستنتاج بان استخدام السبورة التفاعلية كوسيلة تعليمية له تاثير ايجابي في تطوير الكفاءة النحوية للطالبات. في ضوء نتائج الدراسة وضعت عدد من التوصيات والمقترحات لدراسات اخرى. | Grammar instruction is the most focal element in language teaching for EFL students and can be employed as a means of improving the foreign language learning. It seems to be essential for good use of language, as it enhances students’ ability in other language skills and other English subjects like literature subject. Due to the difficult nature of grammar learning, researches have shown that different types of teaching aids are suggested to improve the ability of learning grammatical rules. The Interactive Whiteboard is adopted in the present study as a teaching aid that can be used to facilitate communicative and meaningful learning. Therefore, this study aims to investigate the effect of employing Interactive Whiteboard in teaching grammar on developing Iraqi EFL learners’ grammatical competence. The null hypothesis states that there is no statistically significant difference between the mean scores of the students who are taught grammatical structures using the Interactive Whiteboard and that of the students who are taught these structures using the method recommended by the teacher’s book. The population of the present study is the female students of the fifth - grade (the scientific branch) preparatory and secondary schools in Baghdad during the academic year 2016 - 2017. The sample of the study involves 83 students : an experimental group of 42 and a control group of 41. The two groups are randomly chosen from Baghdad Preparatory School for Girls in Baghdad. The subjects of both groups are equalized in the level of their parents’ education, their age, their achievement in English in the mid - year exam, their grades on the pre - test, as well as some extraneous factors. To fulfil the aim of the study, an experiment is conducted using a non - equivalent pretest posttest control group design. These groups are taught the same material which contains three units from the textbook English for Iraq 5th Preparatory (Units 5, 6 and 7) except for the Interactive Whiteboard, which is introduced to the experimental group only. The researcher herself taught the two groups. Two versions of an achievement test (pretest and posttest) are constructed by the researcher and exposed to a jury of experts to verify their validity. The method used to estimate the reliability of the test in the present study is the Cronbach alpha method, yielding a reliability coefficient of 0.896 which indicates that the test is reliable. Item analysis is carried out to determine the effectiveness of the items in relations to their discriminatory power and difficulty level. Then the tests are administered to the sample of the study prior to the experimental period and after it. The data of the post - test are analyzed statistically, using the t - test formula for two independent samples. The findings indicate that there is a statistically significant difference between the two groups in favour of the experimental one in the grammatical structures achievement. The t - test also indicates that there is a significant difference between the pre and posttests scores for the experimental group in favour of the post - test showing significant development. It is concluded that the use of Interactive Whiteboard has a positive influence on the grammatical competence of the learners. Based on the findings of the study, a number of recommendations are stated and suggestions for further studies are put forward

اثر استعمال برنامج التنظيم الذاتي في اداء طلبة المدارس الثانوية العراقيين دارسي اللغة الانكليزية لغة اجنبية في الاستيعاب القرائي == THE IMPACT OF USING SELF - REGULATION PROGRAMME ON IRAQI EFL SECONDARY SCHOOL STUDENTS READING COMPREHENSION

Author name: مصطفى محمد احمد
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:
Abstract: يستهدف التعليم ان يمكن الطلبة ليس فقط من اكتساب المعرفة بل ايضا ان يصبحوا متعلمين قادرين ومتحمسين بشكل مستمر. ويعتبر التعلم المنظم ذاتيا شكلا مؤثرا من اشكال التعلم من خلاله يرسم الطالب اهدافوايضع خططا قبل المباشرة بالتعلم ويرصد وينظم معرفته ودافعيته وسلوكه اثناء عملية التعلم٬ ويفكر مليا في تعلمه. لذلك تهدف الدراسة تقصي اثر برنامج التنظيم الذاتي في الاستيعاب القرائي للطلبة. ولتحقيق هذا الهدف وضعت الفرضية الاتية : لا يوجد فرق ذو دلالة احصائية بين متوسطات درجات تحصيل الطلبة الذين درسوا الاستيعاب القرائي باستخدام برنامج التنظيم الذاتي والطلبة الذين درسوا الاستيعاب القرائي باستخدام الطريقة المتبعة. تالفت عينة البحث لهذه الدراسة من60 طالبا من مرحلة الخامس الثانوي موزعين على مجموعتين : مجموعة ضابطة ومجموعة تجريبية تضم كل منها 30 طالبا. كوفئت المجموعتان احصائيا في عدد من المتغيرات مثل العمر، التحصيل الدراسي للوالدين٬ ودرجات تحصيل الطلبة في نصف السنة ودرجات تحصيلهم في الاختبار القبلي. طبقت التجربة في ثانوية هشام الحيالي للبنين في محافظة ديالى. واستمرت لمدة شهرين خلال العام الدراسي 2015 - 2016. تتضمن اجراءت هذه الدراسة اختبارين : الاختبار القبلي لمكافاة المجموعتين الضابطة والتجريبية والاختبار البعدي للمقارنة بين تحصيل المجموعتين عند نهاية الدراسة. عرض الاختباران على مجموعة من الخبراء للتحقق من الصدق الظاهري وصدق المحتوى والذين اقترحوا بعض التعديلات. حسب ثبات الاختبارين من خلال تطبيق معادلة كيودر ريتشاردسون 20 للاختبارات الموضوعية(0.75) ومعادلة الفا كرونباخ بالنسبة للاختبارات المقالية(0.71). كذلك حسبت قوة تمييز ودرجة صعوبة الفقرات المستخدمة. اظهرت نتائج الاختبار البعدي ان تحصيل المجموعة التجريبية التي درست باستخدام برنامج التنظيم الذاتي اعلى من تحصيل المجموعة الضابطة التي درست باستخدام الاسلوب المعتمد حاليا. وفي تعبير اخر يعتبر برنامج التنظيم الذاتي اكثر فائدة من الطريقة التقليدية في تحسين الاستيعاب القرائي للطلبة. وبناءا على ذلك نستطيع ان نستنتج بان استخدام برنامج التنظيم الذاتي يعد طريقة مؤثرة في تدريس الاستيعاب القرائي لطلبة الثانوية في العراق٬ لانها تشجع روح التعاون بين الطلبة٬ وتعطيهم فرصة المشاركة الفعالة في عملية التعلم وتنمي تحكم الطلبة في تعلمهم. ويساعد هذا البرنامج المدرسين في تدريس الاستيعاب القرائي بفعالية اكبر كمهارة مهمة.

اثر استخدام تـقنيات الاستذكار في تحصيل طلبة العراق دارسي اللغة الانكليزية لغة اجنبية في الاملاء والمفردات == THE EFFECT OF USING MNEMONIC TECHNIQUES ON IRAQI EFL STUDENTS' ACHIEVEMENT IN SPELLING AND VOCABULARY

Author name: فردوس فؤاد مانوئيل
Supervisor name: سعد صلال سرحان
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: Mnemonic techniques are special techniques that assist information retention in the human memory. Mnemonics aim to translate information into a form that the brain can retain better than its original form. Therefore, these techniques are expected to deal with the vocabulary and spelling difficulties of Iraqi EFL students especially the intermediate school ones in order to reduce the misspelling ratio and to enlarge their vocabulary repertoire. The present study aims at empirically investigating the effect of using mnemonic techniques on Iraqi EFL students' achievement in spelling and vocabulary. For this purpose, it is hypothesized that there is no statistically significant difference between the mean score of the students who are taught spelling and vocabulary using mnemonic techniques, and that of those who are taught spelling and vocabulary using strategies that are recommended in the prescribed textbook. In order to achieve the aim of the study, an experiment has been designed. The population is the female students of the second grade at the intermediate schools in Baghdad, during the academic year 2014 - 2015. Two sections are randomly selected; one to be the experimental group and the other has been considered the control group; each group contains 40 students. The researcher herself has taught the two groups the same topics. But only the experimental group received the treatment. The experiment lasted two months. The two groups have been equalized in the variables of age, parents' education, their scores in the first semester, and their achievement in the pre - test. And at the end of the experiment, the post - test that includes six questions is constructed and administered by the researcher herself to both groups (experimental and control) to find out students’ progress in learning spelling and vocabulary. The test validity is ascertained by exposing it to a jury of experts. Then, a pilot study of 100 students is conducted to provide data for item analysis which indicates the effectiveness of the test items in terms of their discriminatory power and difficulty level. The reliability has been calculated by using the Cronbach Alpha method and the correlation coefficient was 0.82. After statistical analysis of the obtained data, the t - test formula for two independent samples is used to test the significance difference between the two mean scores of the two groups. It is found out that there is a statistically significance difference in favour of experimental group. Therefore, it is concluded that the mnemonic techniques have a great effect in teaching spelling and vocabulary. Therefore, a number of recommendations and suggestions for further researches are put forward.

العلاقة بين ستراتيجيات تعلم اللغة للطلبة المطبقين العراقيين دارسي اللغة الانكليزية لغة اجنبيه واعتقاداتهم نحو منهجيات التدريس == The Relationship between Iraqi EFL Student Teachers’ Language Learning Strategies and Their Beliefs toward Teaching Methodologies

Author name: امنه كاظم محمود الدليمي
Supervisor name: سعد صلال سرحان
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching English Language Methods
Language: English
University location: Baghdad
First pages:
Abstract: تعد ستراتيجيات تعلم اللغة من افضل واصح الطرق لدارسي اللغة الانكليزية لغة اجنبيه وتعد واحدة من العناصر الرئيسية والمهمة لدارسي اللغة الانكليزية لغة اجنبيه لتحقيق اهدافهم في اتقان اللغة الاجنبية وثقافتها لان هذه الاستراتيجيات تكون الجزء الاساسي في تطوير النظام اللغوي الذي يبنيه المتعلم وتؤثر في التعلم بصورة مباشرة. ولكن نجد طلابنا ليس لديهم فكرة او اعتقاد لاستخدام ستراتيجية محددة يعتقدون بفائدتها اوطريقه محددة من طرائق التدريس ويربطون بينهم لانجاح مهمة التعليم والتعلم. تهدف الدراسة الحالية الى تحديد ستراتيجيات تعلم اللغة الانكليزية للطلاب المعلمين ووصف اعتقاداتهم اتجاه تعليم منهجيات في اللغة الانكليزية لغة اجنبية والعلاقة بينهم. لتحقيق تلك الاهداف طبقت في هده الدراسه استبانه تالفت من مقياسين (1) لمسح استراتيجيات اللغة (نسخة 7.0 لدارسي اللغة الانكليزية لغة اجنبيه او ثانيه اكسفورد, 1990 ) و(2) اعتقاداتهم اتجاه منهجيات تعلم الانكليزية (Chen, 2005). وقدمت الى 102 من الطلاب المعلمين في قسمي اللغة الانكليزية بكليتي التربية الاساسية في الجامعتي ديالى والمستنصريه للعام الاكاديمي 2015 - 2016. ان تحليل البيانات الكمية في الدراسة الحالية طبق القياس الوصفي بالاضافة الى التحليل الاستنتاجي ويتكون من تحليل التباين ومعامل ارتباط بيرسون واستعمل لملاحظة العلاقة بين ستراتيجيات تعلم اللغة والاعتقادات اتجاه تعليم المنهجيات. فيما يتعلق بستراتيجيات تعلم اللغة تشير النتائج الى ان استخدام هؤلاء الطلاب المعلمين لستراتيجيات تعلم اللغة لتعلم الانكليزية تقريبا مرتفع في كثير من الاحيان ولو بشكل غير متساو حسب القيمة التائية وكانت قيمتها (3,36 ) . وايضا تشير النتائج ان الطلاب المعلمين اعتقادهم اتجاه منهجيات التعليم هو تفضيل طريقة تعليم اللغة التواصلية(CLT )على طريقه اللغات الصوتية(ALM). ومن هذواجد ان هؤلاء الطلاب المعلمين ستتبنى نظريات اللغة من كلا الطريقتين التي ذكرت سابقا. بينما نتائج العلاقة بين ستراتيجيات تعلم اللغة لطلاب المعلمين واعتقاداتهم اتجاه منهجيات التعليم تشير ان هناك علاقه ذات دلاله احصائية ومع ذلك كانت الارتباطات صغيره بامكاننا القول ان هناك علاقه ايجابيه موجوده بين ستراتيجيات التعلم واعتقادات التعليم. تلك النتائج يمكن ان تؤخذ بالفائدة للمعلم, في خطة المؤسسات التربوية , في تطوير وبناء المناهج والمواد التعليمية. ايضا هذه الدراسة تزود الباحثين والمعلم التربوي بمعلومات لفهم كيفة تعلم الطالب المعلم او المتعلم بصوره عامه للانكليزية وكيفة استخدامهم لمنهجيات تعليم اللغة الانكليزية لغة اجنبيه في تعليم طلابهم مستقبلا, وكيف هؤلاء المعلمين يمارسون التعلم واعتقادات التدريس وعلاقة بعضها البعض. | Strategies language learning are the best and right way to learn a foreign language and also are considered one of the key and important elements for EFL students to achieve their goals of mastering the foreign language and its culture, because, they are an essential part of the improvement of the language framework which the learner develops. Unfortunately, our student - teachers have no idea to use a certain strategy or a certain method of teaching and linking them to the success of the teaching and learning mission. The current study was an attempt to explore student - teachers' English Language Learning Strategies and their convictions towards EFL teaching methodologies. In addition, the relationship among these student - teachers' English language learning strategies and their beliefs towards EFL teaching methodologies were also investigated. To achieve these aims, a survey was conducted. The questionnaire of the study consists of two measures : (1) strategies inventory for language learning (version 7.0 for ESL/EFL, Oxford, 1990), and (2) beliefs toward English teaching methodologies (Chen, 2005) handed the sample of the study covers 102 student teachers, from the English language Department at College of Basic Education in Al - Mustansiriah and Diyala University for the academic year 2015 - 2016.To analyze the quantitative data of the current study, descriptive as well as inferential analyses including ANOVA and Pearson's correlation coefficient were utilized for the purpose of investigating connections between language learning strategies and beliefs toward teaching methodologies. Concerning English language learning strategies, the outcomes indicated that these student - teachers used language learning strategies to learn English in almost a high frequency (T.Value=3.36). Also, the results indicated that student - teachers in teaching beliefs toward EFL methodologies preferred Communicative Language Teaching to the Audio - lingual Method. In the light of these results, it was found that these student - teachers would adopt language theories from both CLT and ALM. While the results showed the relationship between student - teachers' language learning strategies and their teaching beliefs were statistically significant correlations. Nevertheless, the correlations were small. We can say that there is a positive relationship between learning strategies and teaching beliefs

اثر استخدام تـقنية Fishbowl (حوض السمك) في تحصيل الطلبة العراقيين دارسي اللغة الانكليزية لغة اجنبية في القواعد == THE EFFECT OF FISHBOWL TECHNIQUE ON THE IRAQI EFL STUDENTS' ACHIEVEMENT IN GRAMMAR

Author name: هبة احمد كريم
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: ان تراكيب قواعد اللغة ليست سهلة الاتقان وذلك بسبب التنويع بين انظمة القواعد في كلا اللغتين العربية والانجليزية. لذا،يجب ان يعكس المعلمون بعمق هذه السمة ويحاولوا تجربة التقنيات الجديدة ذات الصعوبة والتي قد تثبت فعالية حل هذه المشكلة التي توثق الى حد كبير في تعلم تدريس اللغة الاجنبية. شدد جواد (2 : 2006) في رسالته الموسومة على هذه الفكرة وذكر ان الاستخدام للمتعلمين العراقيين للغة الاجنبية لا يستطيعون التفريق بين الانماط القواعدية للغة الانكليزية. لذلك،فان الدراسة الحالية هي محاولة لمعالجة هذه المشكلة باستخدام تقنية Fishbowl وتتمنى ملئ الفجوة في تعليم قواعداللغة الانجليزية للمتعلمين العراقيين.تهدف هذه الدراسة الى تحري تاثير استخدام تقنية حوض السمك Fishbowlفي تعلم العراقيين للغة الانكليزية لغة اجنبية. ولتحقيق هدف الدراسة، تبنت الباحثة التصميم التجريبي المناسب في 16/2/2014و طبقت الباحثة تجربتهوااختارت عينة شملت (76) طالبة قسمت الى (38) طالبة للمجموعة التجريبية و(38) طالبة للمجموعة الضابطة. وكان اختيار الباحثة لافراد العينه بشكل عشوائي من مدرسة ثانوية التسامح للبنات في المديرية العامة لتربية الرصافة الثانية.استخدمت الباحثة تقنية حوض السمك Fishbowl واستعمالها لتعليم الطالبات قواعد اللغة الانكليزية في تعليم المجموعة التجريبية، بينما استعملت الاسلوب التقليدي في تعليم المجموعة الضابطة للسنة الدراسية (2014 - 2015) وتم اعداد اختبارتحصيلي لكي يستعمل للاختبار البعدي للمجموعتين. بدات التجربة في تاريخ 16/2/ 2014 - 2015 وانتهت في تاريخ 15/4/2014 - 2015 وبمعنى اخر,دامت ثمانية اسابيع.و صيغت فرضية واحدة لاجراء التجربة وهي : * ليس هناك اختلاف ذو دلالة احصائية بين متوسط درجات الطالبات اللاتي تم تعليمهن تراكيب قواعدية باستخدام تقنية حوض السمك Fishbowl واللاتي تعلمن هذه التراكيب باستخدام الطريقة التقليدية الموجودة في دليل المعلم.وتم تحليل البيانات بشكل احصائي باستعمال صيغة الاختبار التائي لقياس الاختلافات بين تحصيل المجموعة التجريبية في الاختبار القبلي والبعدي. واثبتت النتائج المحسوبة بان هناك اختلافات مهمة احصائيا بين انجاز العينة لحساب العينة التجريبية في الاختبار البعدي. وهذا يشير بان تقنية Fishbowl اكثر فعالية في تعليم قواعد اللغة من الطريقة المعتمدة في دليل المعلم. وبناء على ذلك، فقد تم رفض فرضية هذه الدراسة. | Grammar structures are not easy to master because of the diversity between the grammar systems of Arabic and English. Therefore, teachers should reflect deeply this aspect and should try hard to experiment new techniques that may prove effective to redress this problem which is highly documented in the literature of ELT Jawad (2006 : 2) stresses this idea by stating that Iraqi EFL users cannot differentiate between grammatical patterns. Hence, the present study is an attempt to tackle this problem using the Fishbowl Technique hoping to fill a gap in the domain of teaching English grammar to Iraqi learners. This study aims at investigating the effect of Fishbowl Technique on the Iraqi EFL students' achievement in grammar. To achieve the aim of the study, an experiment was carried out on 16/2/2014, hoping to verify the hypothesis which states that : There is no statistically significant difference between the mean scores of the students taught grammatical structures using the Fishbowl Technique and that of those who are taught these structures using the prescribed method recommended by the Teacher's Guide of book. The sample of the study consisted of (76) female fifth grade students divided into (38) students for the experimental group and (38) students for the control one. It was randomly chosen from Al - Tasamuh Secondary School for girls in Baghdad Governorate. Fishbowl technique has been used to teach the experimental group, while the prescribed techniques are used to teach the control one in the second term of the school year (2014 - 2015).An achievement test of five subtests is designed and used as a pre - and - posttest for the two groups.The experiment started on 16/2/2015 and ended on 15/4/ 2015 i.e., it lasted eight weeks. The collected Data has been analyzed statistically by using t - test formula to measure the differences between the means of scores of the achievement of the experimental group, and those of the control group in the pre and posttest. The calculated results have shown that there is a statistically significant difference between the achievement of the control on the pre and that of the posttest. This indicates that fishbowl technique is more effective in teaching grammar. Thus, the null hypothesis of this study is rejected. As a result, it is possible to recommend that Fishbowl technique is more effective than the recommended techniques. Finally, some pedagogical recommendations and some suggestions for further research are put forward

اثر استخدام الالعاب في تحصيل التلاميذ في التلفظ والتهجئة == The Effect Of Using Games On Pupils’ Achievement In Pronunciation And Spelling

Author name: نرمين محمود محمد الجاف
Supervisor name: ضحى عطا الله حسن القره غولي | عبد الجليل جاسم هيجل
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: تؤدي الالعاب اللغوية دورا مهما في عملية التعليم والتعلم لكونها تسهل مواقف تعلم اللغة وتوفر مدخلات مفهومة وتمكن التلاميذ من التعلم لاشعوريا بشكل يرتبط بالمتعة والمرح في جو غير رسمي يجعلهم يشاركون في استخدام اللغة الاجنبية دون قيود. اضافة ا | Language games play an important role in the teaching - learning process since they ease the situation of language learning, provide comprehensible input, and enable pupils to learn subconsciously with enjoyment and fun in an informal atmosphere that makes pupils freely participate in using the foreign language. Moreover, language games have a significant role in increasing pupils’ proficiency and ability in using language with a purpose in the situation that they provide. Hence, the present study aims at : 1 - empirically investigating the effect of using games on the first intermediate graders’ achievement in pronunciation and spelling ; and 2 - developing pupils’ ability in these two areas. To fulfil these aims, two null hypotheses are postulated. They are : 1 - There is no statistically significant difference between the achievement of the pupils who are taught pronunciation and spelling through using language games and that of the pupils who are taught these areas through the conventional way. 2 - There is no statistically significant difference between the experimental group pupils’ achievement in the pre and posttests of pronunciation and spelling. To achieve the aims of this study, an experiment was conducted using the ‘pretest - posttest non equivalent groups’ experimental design. Two sections of thirty - six pupils each were randomly selected from Jareer Secondary School for Girls. One of these sections was also randomly assigned to be the experimental group (taught with the use of games) and the other to be the control one (taught without using games). The subjects of the groups were statistically matched in a number of variables. The researcher herself taught the two groups the same material, which is six units of NECI (Book III). The experiment lasted six weeks. Two achievement tests were constructed (a pronunciation test and a spelling test) based on a content analysis of the material taught during the experiment; thus their content validity was ascertained. Then the two tests were exposed to a jury of experts to ensure their face validity. Concerning the reliability of the two tests, several methods were used : split half, Kuder - Richardson formula 20, alpha Cronbach and intrascorer reliability, yielding reliability coefficients that range between 0.516 and 0.798. An item analysis was carried out for each test to determine item difficulty level and item discriminating power. Then the same tests were administered to the study subjects before and after the instruction. Using the t - test for two independent samples, it is found out that there are statistically significant differences in the pronunciation and spelling tests at 0.05 level in favour of the experimental group. The results also indicate that , using the t - test for two dependent samples, there is a significant development in the experimental group pupils’ achievement in both pronunciation and spelling tests.The researcher comes to the conclusion that using language games positively affects the pupils’ achievement in pronunciation and spelling and improves their learning in these two areas.In the light of the study results, a number of recommendations and suggestions for further research were made.
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استخدام تقنيات محددة لتدريس القسم الادبي في منهج (فرص العراق) لتطوير الفهم القرائي لدارسي لغة انكليزية كلغة اجنبية == Using Certain Techniques To Teach The Literary Section Of Iraq Opportunities To Develop EFL Learner'S Reading Comprehension

Author name: سعد مزهر كرم الله
Supervisor name: سعد صلال سرحان
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: يعد الاستيعاب القرائي واحدا من المهارات المهمة الواجب تطويرها لما له من وثيق الصلة بتطور القدرة اللغوية لدى متعلمي اللغة الاجنبية في حياتهم المستقبلية فباكتسابهم عادات القراءة الصحيحة يستطيع هؤلاء المتعلمون ان يحققوا نجاحا في كافة المواد المطلوب منهم قر | Reading comprehension occupies an important position in the 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 intermediate stage). English foreign language teachers in Iraq complain of their students' low ability in reading comprehension, especially in answering higher level questions. To overcome this problem, the 'using Questioning Techniques' are suggested to activate learners' both lower and higher levels of cognitive skills and urge them to use their background knowledge to interact with the text, and to enable teachers to involve their students in a complemented interactive process in the classroom. Hence, the present study aims at empirically investigating using questioning techniques (using the lower level of questions) on EFL second intermediate school' achievement in reading comprehension. To achieve the aim of the study, it is hypothesized that there is no statistically significant difference between the scores of the experimental group who is taught according to Bloom's levels of questioning and the control group who is taught according to the classical teaching method. To verify this hypothesis, a pre - posttest experiment has been designed. Eighty - one second - grade Intermediate male students are assigned to the experimental and control groups, 40 students are for the experimental group and 41students also are for the control group. Both groups are statistically equalized in a number of variables such as age, parents' level of education, student's intelligence level, students' scores in English in the previous year, and students' scores obtained on the pretest. The experimental group has been reading comprehension by using Bloom's levels of questioning whereas the control group is taught by the Classical Teaching Method (i.e., currently - followed method),.The method has been recommended in the teacher's guide for Book 6. The experiment is conducted in Zain Al - Abideen Intermediate School for Boys, and lasted for two months in the academic year 2012 - 2013.After administering the posttest, the results obtained show indicate clearly that the achievement of the experimental group who were taught by using Bloom's levels of questioning has been higher than that of the control group who was taught by the classical teaching method. In other words, Bloom's levels of questioning is more effective than the classical method. Due to the results obtained from this study, a number of conclusions has been come up with, among which the most important ones are : 1. Teaching literary section according to Bloom's levels of questions in RC gives the students the opportunity to comprehend so many vocabularies and to increase their vocabularies store. This leads to generate many ideas concerning one subject, and widen their imagination.2. Bloom's levels of questioning have proven to be an effective and useful ones for using questioning techniques because they enable the teacher to guide and evaluate the students’ progress from one level to another in a gradual manner. 3. Literature helps students to be well - quainter with the English culture which in turn expands their skills, culture knowledge.Also, Recommendations and suggestions for further studies have been put forward.
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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 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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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
First pages:
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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الابعاد الثقافية المؤثرة في صيغ الكلام المؤدبة في اللغة الانكليزية والعربية == Cultural Dimensions Affecting Politeness Strategies In English And Arabic

Author name: محمد طاهر جاسم الموسوي
Supervisor name: نظام شيت حميد الطائي
General topic: Foreign Languages
Specific topic: English - Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education
Language: English
University location: Baghdad
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اثر استخدام تقنية الحاسوب في تدريس التلفظ على تحصيل طلاب المرحلة الاعدادية == The Effect Of Using Computer Technology In Teaching Pronunciation On The Achievement Of Secondary Stage Pupils

Author name: علي هندي حمودي
Supervisor name: عبد الجليل جاسم هيجل
General topic: Foreign Languages
Specific topic: English - Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education
Language: English
University location: Baghdad
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Simple Problematic Prepositions Of Place And Time In Standard English And Modern Standard Arabic With Reference To Translation : A Contrastive And Error Analysis Study

Author name: صلاح مهدي يوسف
General topic: Foreign Languages
Specific topic: English - Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education
Language: English
University location: Baghdad
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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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مشكلات واخطاء طلبة اللغة الانكليزية لغة اجنبية في كتابة بحوث التخرج == Efl Students' Problems And Errors In Writing Graduation Projects

Author name: هيفاء كاظم محمد الدهامي
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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التقييم الذاتي وتقييم النظير اسلوب لتدريس كتابة الانشاء == Self - And - Peer Assessment : A Technique For Teaching Composition Writing

Author name: ماجد باني ماذي الساعدي
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: English
University location: Baghdad
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العلاقة بين اختبارات مدرسي اللغة الانكليزية العراقيين وادراكهم لاثر التغذية الراجعة للاختبار == The Relationship Between Iraqi EFL Teacher - Made Tests And The Perception Of Washback Impact

Author name: لينا سعد فائق العبايجي
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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تقويم اداء مطبقي اللغة الانجليزية في استخدام اللغة الصفية == Evaluation Of Student - Teachers` Performance In Using Classroom Language

Author name: كاظم عبد الحسن عبد السادة
Supervisor name: كاظم عبد الحسن عبد السادة
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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العلاقة بين مهارات الطلبة في اداء الامتحان وتحصيلهم في اللغة الانكليزية == The Relationship Between Test Taking Skills And Students' Achievement In English

Author name: سمية نضر علي امين الشريف
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: English
University location: Baghdad
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مقارنة بين التقويم الذاتي والتقويم المهني المقنن لاداء مدرسي اللغة الانكليزية لغة اجنبية في المدارس الاعدادية في العراق == A Comparison Between Teacher Self - Evaluation And Standardized Professional Evaluation Of Preparatory School EFL Teachers' Performance In Iraq

Author name: اصفياء صبيح شلش
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: English
University location: Baghdad
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اثر استخدام المذكرات اليومية في تحصيل طلبة كلية التربية في كتابة الانشاء == The Effect Of Using Diaries On College Students? Achievement In Composition Writing

Author name: اسوان فاخر جاسم
Supervisor name: سعد صلال سرحان
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 استخدام نشاطات الذكاءات المتعددة في تطوير الاستيعاب القرائي للطلبة العراقيين دارسي اللغة الانكليزية كلغة اجنبية == The Effect Of Using Multiple Intelligences Activities To Develop Iraqi EFL Learners’ Reading Comprehension

Author name: نبا فاضل صالح
Supervisor name: سعد صلال سرحان
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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تطبيق السجل التقييمي لتحفيز الاداء لدى الطلبة العراقيين دارسي اللغة الانكليزية لغة اجنبية في بعض مهارات كتابة الانشاء == The Application Of Portfolio Assessment To Promote The Performance Of Iraqi EFL Students In Some Sub - Skills Of Composition Writing

Author name: ماجد عبد المحمد جاسم
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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تحسين الاستيعاب الاصغائي للطلبة العراقيين دارسي اللغة الانكليزية اللغة اجنبية من خلال استخدام اساليب الاستفهام التفاعلية == Improving Listening Comprehension Of Iraqi EFL Learners Through Using Interactive Questioning Techniques

Author name: قبس حسين علوان الخفاجي
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 استخدام طريقة ديبونو للتفكير لتعزيز قابلية الاستيعاب القرائي للعراقيين متعلمي اللغة الانكليزية لغة اجنبية في المدارس الثانوية == The Effect Of Using Debono`S Method Of Thinking To Enhance Reading Comprehension Ability Of Iraqi EFL Learners At Secondary Schools

Author name: سامية محمد رزوقي الاعجم
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
Language: English
University location: Baghdad
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Summary:
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