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فعالية استخدام تقنية بلاك بورد في دمج مهارتي ‏القراءة والكتابة باللغة الإنجليزية لطلاب الجامعة ‏السعوديين

محمود عبد الناصر نصر*

‏* جامعة القصيم، السعودية.‏
 

Doi://10.47015/17.4.12 

JJES,17(4), 2021, 663-674

ملخص: هدفت الدراسة الحالية إلى قياس فعالية تقنية بلاك بورد في دمج مهارتي القراءة والكتابة باللغة الإنجليزية لطلاب الجامعة السعوديين. اشتملت الدراسة على 40 طالبًا وطالبة تم اختيارهم بطريقة عشوائية من جامعة القصيم. اعتمد التصميم التجريبي على نظام المجموعة الواحدة. بعد تطبيق الاختبار القبلي, درست المجموعة التجريبية باستخدام النموذج المقترح بالاعتماد على الاستراتيجية المقترحة القائمة على استخدام تقنية بلاك بورد، والهادفة إلى دمج مهارتي القراءة والكتابة, بعدها تم تطبيق الاختبار البعدي. وأوضح التحليل الإحصائي وجود فروق دالة إحصائيًا بين متوسطات درجات الطلاب في التطبيقين القبلي والبعدي للاختبار لصالح التطبيق البعدي. ولم توجد فروق دالة إحصائيًا بين متوسطات البنين والبنات في المجموعة التجريبية في التطبيق البعدي للاختبار.

(الكلمات المفتاحية: تقنية بلاك بورد, مدخل الدمج, مهارات اللغة الإنجليزية, مهارتا القراءة والكتابة, نموذج تدريسي, طلاب الجامعة السعوديون)

 

The Effectiveness of the Blackboard Technique in Integrating Saudi University ‎Students' English-Language Reading and Writing Skills ‎

Mahmoud Abd Al-Naser Nasr, Qassim University, Saudi Arabia.

Abstract: The aim of the current study was to test the effectiveness of the Blackboard technique in integrating English-language reading and writing skills of Saudi university students. The participants of the study consisted of 40 students selected randomly from Qassim University, including both males and females. The one-group experimental design was used. After pretesting, the experimental-group students were taught by using a proposed model implementing a suggested Blackboard-based strategy. The strategy aimed at integrating reading and writing. Then, the posttest was administered. Results indicated that there were statistically significant differences between the mean scores of the students in the pre -and post- administrations of the test in favor of the post-administration. No significant differences were detected between the mean scores of males and females in the experimental group in the post administration of the test.

(Keywords: Blackboard Technique, Integration Approach, English-language Skills, Reading and Writing Skills, Teaching Model, Saudi University Students).

 

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