Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

Autor/inn/en	Althobaiti, Saad; Elyas, Tariq
Titel	Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study
Quelle	7 (2019) 1, S.36-50 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2372-9740
Schlagwörter	Foreign Countries; Spelling Instruction; Teaching Methods; Student Improvement; Student Attitudes; High School Students; Drills (Practice); Memorization; Instructional Effectiveness; Recall (Psychology); English (Second Language); Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gedächtnistraining; Unterrichtserfolg; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache; Saudi-Arabien
Abstract	This study investigates whether teaching spelling to high school students using different techniques, i.e. copy, cover, compare and flip folder, would improve students' spelling. Additionally, it explores students' opinions and perceptions towards these techniques. The research conducted in Granada high school in Makkah, Saudi Arabia. Thirty-six male students participated in this study whose levels according to the course book were assumed to be B1 in the Common European Framework of Reference for Languages (CEFR). In this study, a mixed research method was used where data was analyzed quantitatively and qualitatively. The first group was taught using copy cover and compare method (CCC), which emphasizes repeated practice when errors occur in students spelling, whereas the second group was trained using the flip folder technique which is a combination of visual, auditory, and kinesthetic techniques that were believed to enhance memorization. A post-test was utilized immediately after the intervention and the results showed that the CCC group outperformed the FlipFolder group. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01