Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 6

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

THE EFFECT OF A CALL PROGRAM ON JORDANIAN SIXTH-GRADE STUDENTS’ ACHIEVEMENT

100%
Bataineh R. F., Hani N. A. B.
Teaching English with Technology
|
2011
|
vol. 11
|
issue 3
3-24
EN
This study examines the potential effect of a computerized instructional program on Jordanian sixth-grade students’ achievement in English. Four instruments were utilized: a pre-post achievement test, a student opinionnaire, a teacher opinionnaire, and an observation checklist. The findings reveal a statistically significant difference in student achievement in favor of the experimental group, that teachers and students have positive attitudes towards computer use, and that teachers are committed to computer use in language teaching, more so for those with a computer background. A number of implications and recommendations for future research are put forth.
2
Publication available in full text mode
Content available

Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

100%
Bataineh R. F., Al-Kofeiri Q. M.
Lublin Studies in Modern Languages and Literature
|
2018
|
vol. 42
|
issue 2
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.  
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том содержит аннотаций на английском языке.
3
Publication available in full text mode
Content available

The potential of TED talks for developing prospective United Nations police monitors’ listening performance

100%
Bataineh R. F., Al-refa'i A. M.
Lublin Studies in Modern Languages and Literature
|
2019
|
vol. 43
|
issue 3
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
This study investigated the potential effect of using Technology, Entertainment and Design (TED) talks in developing the listening performance of an available sample of 25 Jordanian enrollees in United Nations (UN) police monitors courses. The study follows a one group, pre-/post-test quasi-experimental design. Following a four-week treatment, the data analysis, both quantitative and qualitative, revealed a positive effect for the utilization of TED talks on the participants’ listening performance. The participants were further self-reportedly satisfied with the content, method and timing of treatment as well as their motivation, interaction, and overall improvement.
FR
Le numéro contient uniquement les résumés en anglais.
4
Publication available in full text mode
Content available

Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

100%
Obeiah S. F., Bataineh R. F.
Lublin Studies in Modern Languages and Literature
|
2015
|
vol. 39
|
issue 2
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
The present study examines the potential effect of scaffolding instruction on Jordanian EFL tenth-grade students’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study follows a quasi-experimental experimental/control group, pre-/post test design. In the experimental group, 20 female tenth-grade students from the North-Eastern Badia Directorate of Education (Jordan) were taught to generate ideas, structure, draft, and edit their essays using agency scaffolding and the scaffolding principles of contextual support, continuity, intersubjectivity, flow, contingency and handover, within the Zone of Proximal Development. Another group of 28 students was instructed conventionally per the guidelines outlined in the Teacher’s Book. After the treatment, descriptive statistics and ANCOVA were used to analyze the students’ scores on the pre-test and the post test. The results showed that the scaffolding instruction group outperformed the control group (at a≤ 0.05) in their overall writing performance and in their performance on all writing sub-skills except the sub-skill of development.
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том не содержит аннотаций на английском языке.
5
Publication available in full text mode
Content available

AN EXPLORATORY STUDY OF JORDANIAN EFL STUDENTS’ PERCEPTIONS OF THEIR USE OF THE INTERNET

81%
Baniabdelrahman A. A., Bataineh R. F., Bataineh R. F.
Teaching English with Technology
|
2007
|
vol. 7
|
issue 3
EN
This questionnaire study investigates 210 Jordanian English as a foreign language (EFL) students’ perceptions of their use of the Internet for both general purposes (e.g., e-mail, chat, aimless browsing, games, and music) and EFL learning purposes (e.g., practicing various language skills, vocabulary, and structure through instructional software). The findings revealed that 47% of the sample reported using browsers to view documents, while slightly smaller percentages reported using the Internet for personal purposes, mailing lists and discussion groups, and e-mail. Furthermore, the majority of the respondents reported never or rarely using the Internet for any EFL learning purposes, except for about 58% and 52% who reported using it for developing speaking skills through chat and locating authentic texts, respectively. The findings further revealed a weak correlation between the students’ use of the Internet for general and EFL learning purposes. Class level, but not gender, was found to significantly affect the students’ use of the Internet.
6
Publication available in full text mode
Content available

Shaping the Way We Teach English: Potential Effects of a Teacher Professional Development Program on Jordanian EFL Teachers’ Instructional Practices

81%
Bataineh R. F., Shawish L. A., Al-Alawneh M. K.
Lublin Studies in Modern Languages and Literature
|
2019
|
vol. 43
|
issue 4
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
 This study examines the potential effect of Shaping the Way We Teach English, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, and reflection, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter.  The study concludes with pedagogical implications and recommendations for further research.
FR
L'article contient uniquement les résumés en anglais.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.