Salem, A., Qoura, A., Alhadidy, M. (2017). The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 69-100. doi: 10.21608/jrciet.2017.24354
Ahmed Saad El-Sayed Salem; Aly Qoura; Mervat Alhadidy. "The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students". Journal of Research in Curriculum Instruction and Educational Technology, 3, 4, 2017, 69-100. doi: 10.21608/jrciet.2017.24354
Salem, A., Qoura, A., Alhadidy, M. (2017). 'The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students', Journal of Research in Curriculum Instruction and Educational Technology, 3(4), pp. 69-100. doi: 10.21608/jrciet.2017.24354
Salem, A., Qoura, A., Alhadidy, M. The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students. Journal of Research in Curriculum Instruction and Educational Technology, 2017; 3(4): 69-100. doi: 10.21608/jrciet.2017.24354
The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students
The study aimed at investigating the effect of a WebQuest-Based Program (WQBP) on developing the EFL listening and speaking skills General Secondary School. The participants of the study were Forty (40) Second Year General Secondary School Students from Temay AlAmdid General Secondary School, Dakahliya, Egypt. The study adopted the quasi-experimental research design to proceed the experiment. So, there were two groups: an experimental group (n= 20) and a control one (n= 20). To collect data, the researcher used multiple instruments: a listening sub-skills checklist, a speaking sub-skills checklist, a computer and Internet Skills Survey to choose the sample, two pre posttests of listening and speaking, a speaking assessment rubric, and a reflection log for students to evaluate each webquest of the program. The researcher taught both groups: the experimental group was taught through the webquest based program (WQP) while the control group was taught through the traditional way of teaching. The results of the study revealed the following: there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the listening test in favor of the experimental group;there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the speaking test in favor of the experimental group;there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the listening test in favor of the post application; there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the speaking test in favor of the post application; Hence, the effect size of the webquest program was found to be high in enhancing and developing the listening and speaking skills of the secondary school students. The study recommends using the webquest as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.
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