A Program Based on English Digital Stories to Develop the Writing Performance and Reflective Thinking of Preparatory School Pupils

Autor/inn/en	Hassan Seifeddin, Ahmed; Zakareya Ahmed, Samah; Yahia Mohammed Ebrahim, Eman
Titel	A Program Based on English Digital Stories to Develop the Writing Performance and Reflective Thinking of Preparatory School Pupils
Quelle	8 (2015) 2, (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Secondary School Students; Writing Instruction; Reflection; Writing Achievement; Writing Tests; Pretests Posttests; Cognitive Tests; Females; Single Sex Schools; English (Second Language); Second Language Learning; Statistical Analysis; Writing Assignments; Video Technology; Computer Uses in Education; Story Telling; Quasiexperimental Design; Instructional Effectiveness; Egypt + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schreibunterricht; Writing test; Schreibtest; Kognitiver Fähigkeitstest; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Statistische Analyse; Computernutzung; Unterrichtserfolg; Ägypten
Abstract	This study aimed to investigate the effect of a program based on English digital stories on second-year preparatory pupils' writing performance and reflective thinking. Two writing performance tests (pretest and posttest) as well as a reflective thinking test were prepared by the researchers. Two 2nd-year intact classes from El Sadat Prep School for Girls constituted participants of the study: one as a control group (N = 32) and the other as an experimental group (N = 30). All participants were pretested on writing performance and reflective thinking and no significant differences were found between the control group and the experimental group. This ensured that the two groups were fairly equivalent on writing performance and reflective thinking before the treatment. The experiment lasted for three months. During this period, pupils of the experimental group created their digital stories individually, presented them in front of their peers, and reflected on their experience while creating and presenting their own digital stories. On the completion of the experiment, all participants were posttested. An independent samples t-test confirmed that a statistically significant difference existed between the mean score of the control group and that of the experimental group (t = 7.738, p <0.05) in writing performance posttest while no significant difference existed between the mean score of the control group and that of the experimental group (t = 1.920, p >0.05) in reflective thinking posttest. It was concluded that digital stories had a significant effect on the writing performance, but not on the reflective thinking, of 2nd-year prep school pupils. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01