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THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE

100%
Bataineh R. F., Mayyas M. B.
Teaching English with Technology
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2017
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vol. 17
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issue 3
35-49
EN
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
2
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DOES WEB 2.0-SUPPORTED PROJECT-BASED INSTRUCTION IMPROVE JORDANIAN EFL LEARNERS' SPEAKING PERFORMANCE?

81%
Bataineh R. F., Migdadi A. S., Al-Alawneh M. K.
Teaching English with Technology
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2020
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vol. 20
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issue 3
25-39
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.
3
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GENDER AND EFL WRITING: DOES WHATSAPP MAKE A DIFFERENCE?

81%
Bataineh R. F., Al-Hamad R. F., Al-Jamal D. A.
Teaching English with Technology
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2018
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vol. 18
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issue 2
21-33
EN
WhatsApp is a potentially influential informal learning tool that may be used on the go. This study examines its potential utility in EFL writing with special reference to gender. The treatment encompasses a WhatsApp-based instructional program designed specifically to help develop writing performance, along the aspects of content and ideas, organization and mechanics, vocabulary, and language use, among 98 Jordanian eleventh-grade students. The participants were divided into two experimental groups, one male and one female, taught through WhatsApp. The data were collected by means of a pre-/ post-test whose analysis revealed improved writing performance, more for female participants than for their male counterparts.
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