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

• Authors: Bataineh Ruba Fahmi , Migdadi Anwar Solaiman , Al-Alawneh Muhammad Khalid
• 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

EN

accuracy; EFL; fluency; Jordan; project-based learning; speaking; Web 2; 0

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2020
• Volume: 20
• Issue: 3
• Pages: 25-39

Contributors

author

Bataineh Ruba Fahmi

• Yarmouk University

author

Migdadi Anwar Solaiman

• Yarmouk University

author

Al-Alawneh Muhammad Khalid

• Yarmouk University

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