This study investigated the frequent grammatical errors, found in the writings of Arab students’ taking English writing courses in AL-Hussein Bin Talal University Learners’ errors were considered positively as the best sources to identify students’ limitations in English writing. Therefore the present study intended to investigate the grammatical errors of Arab students’ writings in English in AL-Hussein Bin Talal University and to see if there are any differences in the grammatical errors according to year of study. To conduct this study data was collected from the writing sessions of writing classes that were taught during the fall semester of 2019. The data was collected, analyzed and categorized from students, all majoring in English Language and Literature and ranging from freshman to seniors. A Grammar test Questionnaire designed by the researchers was distributed to the students in these writing sessions. The results showed that the most frequent grammatical error was with the verb tense on a mean of (3.75), followed by errors in the article on a mean of (3.62), wrong word order on a mean of (3.57), noun ending on a mean of (3.40) and least was sentence structure on a mean of(3.39). The results also showed that the seniors on the grammar test on all its parts did better than the freshmen, juniors and sophomores that are the least problems were found among the seniors.
This study investigated the effects of Electronic Educational Cards (EECs) on Teaching English as a Second Language (ESL) in Kindergarten. The experimental group participants (N = 500) and the control group participants (N = 500) were observed for six months and did pre-and post-experimental tests. The results showed that children in the experimental group compared to the control group demonstrated significant improvements in learning English as a Second Language. This study concluded that there is irrefutable empirical evidence that modern teaching methods should be encouraged and embraced for the betterment of early education students' learning. It is recommended that the format and structure of implementing the electronic revolution in Jordan’s early education sector be premised closely with that of the experimental group used in this study and rolled out throughout all the kindergartens in the Ma’an Governorate, and the entirety of the Hashemite Kingdom of Jordan. Keywords: Electronic Educational Cards, Kindergarten, Teaching English as a Second Language;
The purpose of this study was to measure the extent awareness of learning strategies among high school students (literary and scientific). It also aimed to identify the relationship between the degree of " strategy importance " and " strategy use ” and to investigate the significant differences of awareness of strategy importance and strategy use due to the variable of gender and stream and the interaction between them. The sample of the study included (194) students who were enrolled in the schools of the ministry of education in Ma'an. A 35 – item scale was developed for measuring the students' learning strategies. The researchers used means, standard deviation, rank, Pearson correlation coefficient, and two way anova. The study revealed the following findings: - The students awareness of strategy importance was middle ( X= 2.80), while the strategy use was low (X = 2.46). - There was a significant positive correlation between "strategy importance "and" strategy use ". - There were no significant differences (0.5 >α ) of awareness of importance strategies due to the variable of gender and stream. But there were significant differences (0.5 ≥ ) on awareness of importance strategies due to the interaction between gender and stream. - There were no significant differences (0.5 >α ) on strategies use due to the variable of gender and stream, and the interaction between them. The study concluded with a number of related recommendations and suggestions, some of which is for teacher to focus on teaching the learning strategies to their students in order to understand the cognitive experience. هدفت هذه الدراسة إلى قياس وعي طلبة الثانوية العامة (الأدبي، والعلمي) بأهمية استراتيجيات التعلّم وممارستهم لها، ومعرفة العلاقة بين درجة وعيهم بأهمية استراتيجيات التعلّم وممارستها، والكشف عمّا إذا كانت هنالك فروقاً ذات دلالة إحصائية في الوعي بأهمية استراتيجيات التعلّم وممارستها تعزى إلى متغير الجنس، وفرع الدراسة، والتفاعل بينهما. تكونت عينة الدراسة من (194) طالباً وطالبة من طلبة الثانوية العامة في المدارس التابعة لمديرية التربية والتعليم لمحافظة معان، وشكلت ما نسبته (77٪) من أفراد مجتمع الدراسة الأصلي. وقام الباحثان بتطوير مقياس مكوّن من (35) فقرة في مجالين هما: مجال الأهمية، ومجال الممارسة. واستخدم الباحثان المتوسطات الحسابية والانحرافات المعيارية والرتبة المئينية ومعامل ارتباط بيرسون، وتحليل التباين الثنائي للإجابة على أسئلة الدراسة. أظهرت النتائج أن مدى وعي الطلبة بأهمية استراتيجيات التعلّم متوسط، حيث كان المتوسط الحسابي العام لمدى وعي الطلبة بأهمية استراتيجيات التعلّم ( =X2.80) وأنهم يمارسونها بدرجة منخفضة، حيث كان المتوسط الحسابي العام لدرجات ممارسة الطلبة لاستراتيجيات التعلّم (2.46X = ). كما أن هنالك علاقة إيجابية طردية بين الشعور بأهمية استراتيجيات التعلّم وممارستها. كما لم توجد فروق دالة إحصائية (α ≤ 0.05) في الوعي بأهمية استراتيجيات التعلّم تعزى إلى متغير الجنس وفرع الدراسة. في حين ظهرت فروق دالة إحصائياً (α ≤ 0.05) في الوعي باستراتيجيات التعلّم تعزى إلى التفاعل بين الجنس وفرع الدراسة. كما كشفت النتائج أنه لا توجد فروق دالة إحصائياً (α ≤ 0.05) في ممارسة استراتيجيات التعلّم تعزى إلى متغير الجنس وفرع الدراسة أو التفاعل بينهما. وخلصت الدراسة إلى عدد من المقترحات والتوصيات، ومنها التوصية لمعلمي المدارس بالتركيز على تعليم الطلبة استراتيجيات التعلّم لفهم الخبرات المعرفية واستيعابها.
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