The Development of New Teaching Strategies of Speaking and Reading Skills among EFL Learners in Jordan
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Notice bibliographique
Résumé
This study aims to present effective teaching strategies for speaking and reading skills among EFL learners at Al-Zaytoonah University in Jordan. In order to achieve this study, a quasi-experimental research design was employed focusing on the development and evaluation of active learning strategies for instructional lessons for first-year EFL students. Deeply, it aims to involve the creation of active learning strategies for these EFL learners by implementing an intervention to incorporate interactive activities and real-world problem-solving tasks to engage students actively in the learning process. It is designed to align with the common curriculum standards and learning objectives for reading and speaking EFL skills among these students. Then, an interview and a questionnaire were conducted among participants. The study revealed teaching reading and speaking skills with active and digital approaches improves English learning. According to the post-test findings, questionnaires, and interviews, digital learning tools like TED Talks and online courses like Perfectly Spoken help students improve their language skills, especially when combined with active classroom teaching. The results showed that EFL students value instructor input for developing speaking and reading. Setting personal learning goals and picking instructional materials boosts motivation and skill development. Grouping and achieving academic objectives assist students in building speaking and reading skills by allowing them to communicate with peers. The interviews showed that choosing the right time and place to study improves learning, and the test results showed that the experimental group that used active/innovative teaching methods made more progress than the control group. in regard to the development of new teaching strategies of speaking and reading skills among EFL learners in Jordan, it is important to improve EFL learners' reading and speaking skills, internet courses and educational video sites should be used alongside traditional teaching techniques. Such findings may help academic institutions e.g., universities and schools in Jordanian context. Policy-makers and EFL learners and teachers can combine technology, self-paced learning, and collaborative learning to improve student performance and enable real-world language use. They emphasise supporting learners in developing personal goals and creating a collaborative and participatory atmosphere.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
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Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle