The effect of Roger Bybee Model in the acquisition of Arabic language grammar and writing skills in the light of self-concept of language among seventh grade students in Jordan

Nizar Al-Doqs, Adnan Al-Abed

Abstract


This study aimed at measuring the impact of Roger Bybee Model in the acquisition of Arabic grammar and writing skills, in the light of self-concept of language, among seventh graders in Jordan. Subjects of the study were purposefully selected from seventh grade students, from Ain Al-Basha Elementary School for girls, and two groups were randomly appointed; experimental (31 students), and the other contol (30 students), and the teacher teaches the same groups. Two tests were prepared, one of the Arabic grammar, and the other for writing skills. In addition, a measure of the self-concept of language was developed. The validity of these tools was verified. Reliability coefficient was calculated using Cronbach- Alpha, it was (0.815) for Arabic grammar, (0.818) for writing skills, and (0.80) for self-concept of language. The experimental group was taught according to Roger Bybee model, while the control group was taught the usual way. After the application of tools, appropriate statistical analysis was performed. The results showed statistically significant differences in the acquisition of Arabic grammar and writing skills among students of the seventh grade, due to the method of teaching, for the benefit of members of the experimental group. The results also showed statistically significant differences in the acquisition of Arabic grammar and writing skills among students of the seventh grade due to the interaction between teaching method, and the self-concept of language, for the benefit of members of the experimental group. The study concluded some of the recommendations in the light of the findings.

Keywords


Roger Bybee Model, Arabic grammar, writing skills, self-concept of language, seventh grade students

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