فاعلية برنامج تعليمي قائم على النظرية الترابطية في تنمية مهارات التحدث والكتابة الإبداعية باللغة الإنجليزية لدى طالبات الصف الأول الثانوي في مدينة صبيا

Abstract

This study aimed at investigating the effectiveness of an instructional program based on connectivism theory in developing first-year secondary female students' English speaking and creative writing skills in Sabya City. The pretest– posttest equivalent groups design was adopted. Randomly selected sample consisted of (n = 60) first-year secondary female students enrolled at Al-Dabyah School. They were randomly divided into two groups (control and experimental). The control group received the regular teaching while the experimental group was taught by using the instructional program based on connectivism theory and introduced to three collaborative web tools which were Wiki, Podcast, and Padlet. Research instruments and materials were: speaking and creative writing skills lists, speaking and creative writing tests, instructional program based on connectivism theory (Teacher's Guide) & (Student's Guide). Data collected were statistically analyzed by using independent and paired samples t-test (2-tailed). The effect size "d" was computed using Eta Squared "η2". Blacks Coefficient was used to measure the effectiveness of an instructional program based on connectivism theory in developing English speaking and creative writing skills. Pearson Correlation Coefficient & Kappa Coefficient were used to check the validity and reliability of the study tools. Findings of the study showed that: 1- there were statistically significant differences at (α ≤ 0.05) level between the mean scores of both control and experimental groups in the post-test of English speaking skills for each skill: pronunciation, vocabulary, context, fluency, and accuracy separately and a whole test; 2-there were statistically significant differences at (α ≤ 0.05) level between the mean scores of the experimental group in the pre and post-applications of English speaking test for each skill: pronunciation, vocabulary, context, fluency, and accuracy separately and a whole test; 3- there were statistically significant differences at (α ≤ 0.05) level between the mean scores of both control and experimental groups in the post-test of English creative writing skills for each skill: fluency, flexibility, originality, imaginary separately and a whole test; and, 4- there were statistically significant differences at (α ≤ 0.05) level between the mean scores of the experimental group in the pre and post-applications of English creative writing test for each skill: fluency, flexibility, originality, and imaginary separately and a whole test. The computed values of Blacks' modified gain ratio of pre and post-tests of both English speaking and creative writing skills were higher than the standard values at (1.20). That means the instructional program based on connectivism theory had effectiveness in developing both English speaking and creative writing skills. It was recommended to encourage English language teachers to use connectivism theory with its applications in teaching speaking and creative writing skills. Also, connectivism theory and its applications may generally incorporate in teacher education programs and in EFL teacher programs specifically. Interest in employing participatory e-learning using web 2.0 tools, not only for students to communicate with teachers, but to share learners’ experiences with each other, which increases the quality of the learning process.