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2020 | 20 | 3 | 25-39
Article title

DOES WEB 2.0-SUPPORTED PROJECT-BASED INSTRUCTION IMPROVE JORDANIAN EFL LEARNERS' SPEAKING PERFORMANCE?

Content
Title variants
Languages of publication
EN
Abstracts
EN
This study examines the potential effectiveness of Web 2.0-supported project-based learning in Jordanian EFL eleventh-grade students’ speaking fluency and accuracy of grammar and vocabulary. The participants of the study were 43 female students who were purposefully selected from two schools at Al-Koura Directorate of Education (Jordan) in the first semester of the academic year 2018/2019. Using a quasi- experimental, pre-/post-test design, the participants were divided into the experimental group (n=21) who was instructed using computerized project-based instruction and the control group (n= 22) who was taught per the guidelines of the prescribed Teacher Book, Action Pack 11. Descriptive statistics and One-Way ANCOVA were used to analyze the students’ scores on the speaking pre-/post-tests. The results showed that the participants instructed through the computerized project-based treatment outperformed those who were conventionally instructed in both speaking fluency and accuracy of vocabulary and grammar. A number of pedagogical implications and recommendations are put forth.
Keywords
Year
Volume
20
Issue
3
Pages
25-39
Physical description
Contributors
  • Yarmouk University
  • Yarmouk University
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Document Type
Publication order reference
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YADDA identifier
bwmeta1.element.desklight-0075c35a-dcc1-4f3d-9874-1251abf6d426
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